<p>This study examines pre-service teachers’ experiences of using robotics in an extracurricular university robotics club. The literature on pre-service teachers’ experiences with robotics has been within mandatory and elective STEM, Science, and/or Technology Education courses. Although these courses were found to raise pre-service teachers’ confidence in robotics, they did not provide opportunities for them to <i>teach</i> robotics. Our study addresses this with a play-based, small-group mentoring approach that introduces robotics to ten pre-service teachers, as a way of equipping them to lead robotics programming in local elementary schools. Quantitative data sources include pre- and post-questionnaires, while qualitative data include focus groups, and observations of pre-service teachers leading robotics in elementary schools. Applying a lens of teacher efficacy, we found that prior to participation in the robotics club most participants were apprehensive about robotics. After robotics club, participants’ confidence levels in teaching robotics and trouble-shooting programming issues increased. Furthermore, participants’ views of robotics moved beyond situating it in STEM fields, to recognizing its cross-disciplinary potential. Finally, from a play-based perspective, participants expressed joy and a willingness to learn and take risks. Thus, we posit several benefits of offering a robotics club that brings pre-service teachers into classrooms to practice their knowledge and skills with students.</p>