As former elementary classroom teachers and current teacher educators, the authors teach, research, and advocate for anti-oppressive elementary social studies education. In their current role as teacher educators, they consider it our responsibility and mission to facilitate a social studies methods course that prepares pre-service teachers (PSTs) to teach transformative social studies. When designing and facilitating their methods course, they strive to help PSTs better understand what it means to teach anti-oppressive elementary social studies and demonstrate how teaching with a social justice lens can lead to engaging and relevant elementary curriculum and instruction. More specifically, one of their main goals in the methods course is to help PSTs challenge dominant, hero-focused narratives and, instead, teach history for social justice. As such, the purpose of this paper is to share the findings of a qualitative content analysis of PSTs' efforts to dismantle heroification using primary sources.