The objective of this paper is to analyse the sociolinguistic factors that influenced the decision of a group of fourteen first-year students when they chose to pursue the Bachelor’s Degree in Primary Education – University Teaching in English (GEP-DUA). The study is based on post-structuralist theories of identity, language and learning, and it is framed within the identity approach to second language learning. The results were interpreted in the light of how students positioned themselves discursively and they point to the importance of imagined identities (i.e., the individuals students aspire to be) as the main factor affecting the selection of the GEP-DUA by future teachers.