This study investigated the food consumption and nutrition perceptions of pre-service early childhood teachers using a mixed method research design. Data was gathered from 37 pre-service early childhood teachers through survey consisting of items in rating scale and open-ended questions. Descriptive analyses were conducted to report pre-service teachers' behaviors pertinent to food consumption. Furthermore, content analyses were conducted generating three themes namely, general perceptions of nutrition, perceptions of their own dietary specialization as well as related factors, and the impact of the nutrition course on these perceptions. The findings indicated that despite being well informed about nutrition, these pre-service teachers demonstrated behaviors incompatible with sustainable food consumption patterns. Moreover, these individuals were found to have common perceptions regarding nutrition; they considered eating essential for life, also stating that certain foods were not good for their health, but neglecting a perspective of food footprint. Although the pre-service teachers declared that they gained knowledge about nutrition through the course, they could not put this knowledge into practice for various reasons mostly related to being a student. Furthermore, the participants also referred to the significance of the nutrition course and made suggestions to improve its content.