In the history of public education in America, standard lecture format has dominated classroom pedagogy, casting students in the role of passive absorbers of information, while teachers have been viewed as the undisputed locus of all knowledge and authority in the classroom (Burgan, 2006; Kruidenier & Morrison, 2013; Liu, Lin, Jian, & Liou, 2012). In the 21st century, however, constructivist pedagogy, which locates students at the center of their own educational paradigm, increasingly takes center stage (Kane, 2010; Moje, Young, & Readence, 2000; Sharan, 2015). This descriptive research study queried 36 pre-service teachers (elementary and secondary) on their educational history, teacher training pedagogy, and their pedagogical beliefs. Our purpose in conducting this study was to examine how millennial, pre-service teachers' educational backgrounds and teacher training program pedagogies intersect to influence their own pedagogical beliefs. All the participants were enrolled in a foundational class in educational psychology; a required course in teacher education. The Likert and open-ended question survey consisted of 20-items. Findings suggested pre-service teachers believe students learn best through student-centered pedagogy.