Pre-service English teachers' beliefs about learning and teaching delineate how they plan, design, and perform in the classroom. The objective of this article is to report pre-service teachers' beliefs about learning and teaching and how those beliefs continued, changed, or disappeared once pre-service teachers faced English classes. This narrative study was implemented in an undergraduate program in language teaching with fifteen pre-service teachers. Data were collected using observation tasks and autobiographical narratives. The findings show they construct their beliefs based on their previous experiences as learners; most beliefs are maintained after the practicum with some changes and others appear when teachers face new situations in the classroom.