This study investigated the difference in attitudes towards the teaching profession among school-based (SB) and regular student teachers in North Rift region, Kenya. The study was guided by situated learning theory propounded by Lave and Wenger and Functionalist theory of attitudes (FAT) proposed by Daniel Katz. The study was an empirical research based on Mixed Methods research design comprising Ex post facto and Descriptive survey designs. The study population consisted of 1000 student teachers, 85 lecturers, 380 mentors (cooperating teachers) and 66 head teachers, and 2 County Directors of Education. The study sample was 30 percent of the study population; Purposive sampling was used to select 26 lecturers and 20 head teachers, simple random sampling to select 114 mentors (cooperating teachers) and 300 student teachers who then were stratified into categories of school based and regular programmes while Census sampling was used to select 2 County Directors of Education. Split half method was employed to establish the reliability of the instruments. A pilot study was conducted covering 10 percent of the target population which was excluded from the final study. Content validity was established by availing the instruments to experts in the area from the Department of Educational psychology. Qualitative data was transcribed and reported as emerging themes while quantitative data was analyzed using descriptive statistics, such as frequency counts, means and percentages. Inferential statistics such as One Way ANOVA and Simple Linear Regression Analysis was applied using the Statistical Package for Social Sciences (SPSS) version. The study carried out ANOVA test to establish if there is any relationship between attitude towards teaching profession and program of students. From the results, the F-statistics was recorded as 62.911 at p=0.000, at 95percent confidence level, implied the model fitted between the attitude towards teaching profession and the program of students. It is envisaged that the findings of this study would add to the existing knowledge base in the area of teacher education that may benefit the Ministry of Education (MOE). Furthermore, from the results of the study, there might be a necessary consideration for an improved policy framework development and implementation for teacher training colleges pertaining to teaching practice programme.