The study of Doris Holzberger and colleagues explores how various teacher characteristics (knowledge, beliefs, self-efficacy, and self-regulation) co-occur at the end of pre-service teacher education. The authors could identify three profiles. The findings emphasize that teacher candidates differ qualitatively in their "starting competence" when entering the teaching profession: (1) highly knowledgable and engaged (2) below average knowledge (3) below average beliefs, motivation, and self-regulation. These were also related to indicators of occupational well-being. The article is freely available until March 25th via authors.elsevier.com/a/1cWWs,GtqvuBAT