Each generation encounters new challenges and social changes including various professions such as teaching. During the 20th century, many changes happened as a byproduct of industrialization and great war and economic crisis. All of these circumstances affected the teacher status in society as well as the percentage of male teachers. Comparing the Finnish and Croatian school model we detect a significant difference in how the teaching profession is viewed in Finnish and Croatian society. Finnish model as one of the most successful in Europe, and in the world, takes great care of the education of teachers, so the status of teachers in the society greatly differs from Croatian teachers who state that their social position is often one of the biggest challenges in their work. Despite the favoured status in society, that teachers in other countries have, most European countries record a similar trend of a minority of male teachers. Prejudices and stereotypes have shown as one of the stumbling blocks regarding the selection of the teaching profession. Considering the upbringing and education, men are not treated equally as women and are often considered less competent. Therefore, prejudices are manifested in the fact that women are expected to take care of children and that in schools and other educational institutions mostly women should work. Also, motivation is one of the main reasons for choosing (or not choosing) the profession. Intrinsic motivation must take precedence over extrinsic one since, according to research, teachers with higher internal motivation have fewer problems with a burnout at work and are more satisfied with their work. An interview conducted with three respondents, one teacher at the end of his service, one teacher with 12 years of service and a 5th year student of educational sciences, confirms the importance of love, inner satisfaction and motivation against external circumstances that accompany the profession.