The transition from school to university in mathematics is accompanied by more abstract and formal modes of mathematical thinking, a focus on deductive proof and for many preservice teachers also by demotivation and frustration towards this kind of mathematics. The present study qualitatively analyses 13 preservice teachers’ mathematics-specific motivation for choosing a mathematics teaching degree study programme before the beginning of their study. The results show that many preservice teachers enjoy schematic aspects of mathematics, which rather does not correspond to the type of mathematics taught at universities. These findings contribute to explaining demotivation and frustration of preservice teachers with the mathematical content of their university studies, what is discussed in more detail.