Undergraduate theses represent a significant milestone in teacher education and facilitate the development of research competencies. Nonetheless, few studies delineate the themes and methodologies that characterize these works. This study seeks to examine undergraduate theses from the Basic Education Pedagogy Program at a university in central Chile. Employing a descriptive methodology, 271 undergraduate theses authored by Basic Education Pedagogy students between 2006 and 2024 were analyzed. The findings indicate that these theses predominantly focus on theoretical areas related to pedagogy as primary training, followed by disciplinary themes addressed in groups of three students. The methodologies employed are balanced between quantitative and qualitative approaches; however, deficiencies are noted in the specification of sampling types and limited diversity in data collection techniques. This study highlights the necessity of integrating technological tools into both qualitative and quantitative data analyses. In this context, it is crucial to enhance methodological training during the early stages of the program. The incorporation of systematic and integrated curricular spaces is recommended for the development of research skills. These spaces should not be confined to a single methodology course but should be interwoven throughout the entire educational trajectory.