Lawson (1983a) offered that an individuals' experiences as students in schools are significant in shaping their views of teaching. Pajares (1992) argued that a teacher's perceptions of the classroom are a product of their experiences as students. The purpose of this study was to examine the relationship between physical education (PE) pre-service teachers': conceptions of assessment in their role as students, knowledge of classroom assessment (CA), data self-efficacy and intention to engage in data-driven decision making upon entering the profession. Results indicate PE pre-service teachers with more positive conceptions of assessment in their student role show greater knowledge about CA, have better opinions of data and greater intention to use data and CAs as evidence for decision-making.