This chapter explores the beliefs of pre-service teachers at two South African universities through a mixed methodological approach. This approach considers longitudinal survey data from B.Ed. pre-service teachers, as well as qualitative insights from focus group discussions. This chapter principally seeks to understand the relationship between the beliefs of pre-service teachers and their pedagogical approaches and practices. This consideration begins with the recognition that teaching is multifaceted and inextricably shaped by socio-economic, political, and cultural contexts. In South Africa, these contextual realities have resulted in a bifurcated education system, characterised by inequalities and reflective of the country’s history of Apartheid and colonialism. A central point argued in this chapter is that, considering the social value of teaching, teachers are not catalysts of social change for learners but are, rather, agents that are immersed within contexts, internalising and engaging with social realities. It is argued that teachers engage with, rather than perform, their pedagogies. As a result, it is contended in this chapter that the importance of teacher beliefs cannot be understated. In comparing the two universities, a drastic improvement was noted among ACU pre-service teachers regarding the belief that all learners are different and should be taught accordingly. Regarding the learning process, a stark difference was observed regarding the belief that it is impractical to tailor teaching to individual learners’ needs between the institutions, as the majority of pre-service teachers at one university expressed strong agreement. However, one of the most strongly held beliefs was that teaching is about guiding children to differentiate between right and wrong.