In this study, teacher education students' concerns, sense of efficacy, and anxiety related to the future use of data to drive educational decision-making were explored. In alignment with prior research with practicing teachers, this sample of pre-service teachers reported concerns (thoughts, preoccupations, and feelings) that indicate they are not interested in engaging in data driven decision-making (DDDM). Moreover, they had a low sense of efficacy for DDDM and high levels of anxiety for DDDM; further indicating that they are unlikely to adopt DDDM practices. We explain these results, but we go further and propose a new way of talking about data that may mitigate some of these concerns. Specifically, we propose a new paradigm for evidence-based practice in which teacher experience and intuition are deemed of equal import with data. We propose anchored judgment as an integrated decision-making model in which the intersection of teacher experience, teacher intuition, and classroom data creates the context for optimal instructional decision-making. This model is based on established research about effective decision-making in psychology, medicine, and business, and may help support the international educational mandate for DDDM.