Reading for Pleasure (RfP) acknowledges the importance of reader engagement and the role of the teacher as a reader of children's literature. The foundational work of the Teachers as Readers (TARs) programme successfully illustrated the impact of RfP activities on student learning. Previous studies of teachers' reader identities have shown a strong need for professional learning to boost teachers' confidence with children's literature. However, less emphasis has been placed on the adoption of RfP pedagogy within initial teacher education (ITE) to develop pre-service teachers' (PST) knowledge of children's literature, as well as their understanding of teachers as reading role models for future students. This paper analyses data from research into RfP undertaken in two ITE programmes for primary teachers informed by contrasting policies in Scotland and Australia. Though both countries aim to improve school student literacy success, the curriculum mandates differ, shaping the potential pathways available in ITE courses. It is within this context that we report on 3 years of data on PST reader knowledge collected from 300 students using survey tools adopted from the original TARs study. Emerging findings provide evidence that teacher educators need to act as circuit breakers to alter PST attitudes to reading.