This study utilizes multimodal narrative reflection to examine pre-service teachers' beliefs regarding language education. Building awareness of beliefs acquired by reflective practices is fundamental to the improvement of teacher education because reinterpretation of beliefs allows for the consideration of new frames of reference for language education. As methodological tools, multimodal narrative reflections are analyzed to identify whether reflection on personal linguistic experience favours the acquisition of teaching strategies for plurilingual education. Results show that there are some beliefs that are deeply seated, while other beliefs are more likely to be modified; what we see at work here is the pressure of hegemonic linguistic purism and monolingual principles. This article uses a case study to illustrate how multimodal narrative reflection within a plurilingual approach to teacher education prompted a transformation of beliefs. It helped the participant to move away from the idea that languages have to be mastered, to a more fluid notion that learning languages is about the development of a plurilingual repertoire. These findings have implications for teacher education in terms of achieving meaningful changes related to language education. The study demonstrates that it is necessary to develop a framework for plurilingual education at the university level.