Teaching has no longer become an ordinary job; it is an interactive responsibility with many tasks to handle. The current study aims to investigate the attitudes of male Saudi pre service EFL teachers towards teaching. Quantitative methods, namely surveys, were used. Fifty-three Saudi EFL pre service teachers responded to the survey which its reliability coefficient alphas was .97. The finding of the study indicates that, 1) the majority of pre service English teachers, 40%, possessed moderate attitudes towards teaching, whereas only 24% showed positive attitudes with the mean score was 107.33 (sd = 13.98); 2) there was statistically significant difference between respondents' attitudes towards teaching due to the variance of their undergraduate GPAs with alpha set at .05; 3) the factor analysis extracted the items into a five-factor solution accounting for 73.58% of the variance, and 4) society and its transferred experiences about teachers and teaching was found the most significant factor.