The recruitment and training of vocational instructors represent one of the most pressing challenges in the Hungarian vocational education system, simultaneously addressing the need for teacher supply and the attractiveness of the profession. The aim of this study was to explore how students entering vocational instructor training between 2021 and 2024 assess their own strengths along the character dimensions identified by positive psychology, and what changes can be observed across cohorts. The analysis, based on a sample of 221 students, employed descriptive statistics, ANOVA, correlation analysis, and cluster analysis. Findings indicate that students’ strength profiles are generally at a high level, particularly in curiosity, love of learning, kindness, and integrity. Two distinct profiles emerged: a high and a more reserved self-assessment group. The increase in conscientiousness suggests that entrants to the program are increasingly characterized by a strong sense of vocation and responsibility. From a pedagogical perspective, differentiated development strategies are needed, while from a recruitment perspective, vocational instructor training can be positioned as a profession offering value-based, community-oriented, and personal development opportunities.