This study examines the mathematical beliefs of 97 Finnish pre-service primary school teachers in two teacher education pathways—a conventional program and a career-changer program. Using an essay-format survey and metaphor analysis, participants articulated beliefs about mathematics, previous teachers’ teaching methods, and beliefs about oneself as a mathematics learner. Journey metaphors were most common, while career-changers more strongly emphasized the perceived necessity of mathematics. Cross-tabulation revealed nuanced belief structures shaped by diverse experiential histories. The findings show how integrating metaphors with belief profiles offers deeper insight into emerging professional beliefs and supports more targeted, reflective practices in teacher education.