As a ‘newcomer’ to the teacher psychology literature, the term ‘teacher immunity’ refers to the psychological protective system of teachers. It offers a novel conceptualization of self-constructed protective mechanisms and adaptive or maladaptive immunity development of teachers or pre-service teachers. The term ‘teacher commitment’ refers to the extent to which teachers or pre-service teachers feel the motivation to sustain their professional attachment. However, there seems to be relatively little attention paid to these critical constructs. The present study attempts to fill this void and provide additional insights regarding the two critical psychological aspects of teachers, which are teacher immunity and teacher commitment. The participants of the study were 237 pre-service EFL teachers (PSTs). Two scales were used to collect data: the Teacher Immunity Scale (TIS) and the Organizational and Occupational Commitment Scales. The results regarding the immunity levels indicated that PSTs have a relatively moderate level of adaptive immunity, implying that they may suffer less from burnout and have a relative level of openness to change. Their commitment levels were found to be moderate, and a moderate level of correlation was observed between the sub-dimensions of teacher immunity and commitment.