An educator's perception of teaching is often shaped by their personal experiences in the K-12 classroom as a student. These experiences can impact how they approach many aspects of the teaching profession. The purpose of this study was to examine the relationship between physical education (PE) pre-service teachers and their 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.