Teacher education programmes should equip student teachers with the necessary skills to assist them in teaching learners from diverse language backgrounds. However, some programmes fail to provide these skills, leading to a lack of confidence and understanding of cultural factors influencing educational experiences. This chapter seeks to gain an understanding of the teaching of languages in the light of how pre-service teachers (PSTs) prepare to teach languages in the Foundation Phase (FP) programme, which shapes their actions in teaching and perceptions towards their role as teachers. This chapter explores longitudinal data drawing on student teachers in their final year of study at two universities in the Western Cape, South Africa. The data specifically focuses on PSTs learning to become language teachers, their beliefs, views and experiences. This research followed a quantitative approach to gain an understanding of the trends and patterns of their experiences in their training as language teachers. Participants were accessed in their first (2016) and fourth year (2018) for the survey.