This research project purports to understand the process of learning to be a teacher in the context of the Lisbon Faculty of Sciences pre-service program. It developed according to the following questions: (1) To what extent is the initial teacher education program in the university a vital contribution to the teacher profession? (2) In what ways do student teachers and experienced teachers construe their subjective theories and beliefs on what it means to be a teacher in the social contexts of school? (3) How and to what extent such theories regulate pedagogical action? (4) What pedagogical thinking is implicit or expressed in the diverse moments of the pre-service program? (5) What type of learning experiences is considered to be most relevant in the process of becoming a teacher? Analysis of data collected by group interviews and questionnaire suggest that pre- service students do not attribute a direct impact of the educational theory on their daily practices. However, they attribute a value to educational theory as a cultural background which influences attitudes towards students and their participation in school. Implications of this study regard the structuring of the present scientific and educational curriculum and the renewal of the actual partnership reality between university and schools.