Research done on the life histories of teachers has primarily focused on qualified teachers across different age spectra and on their varied employment statuses as full-time and part-time teachers while neglecting the real-life experiences of pre-service teachers (PTS). Subsequently, limited discourses exist on these life histories. The reasons for this are various and include the fact that PTS are not seen as full-fledged teachers. This study explored the views of two sampled groups of PTS regarding both the role of teaching practice and their overall experiences of the Bachelor of Education (B.Ed.) at two South African universities. The B.Ed. Foundation Phase (FP) Initial Teacher Education programme is offered as a preparation for teaching in the FP. Self-identity theory provided the conceptual lens for understanding how these experiences informed the career aspirations of these PTS. In drawing lessons from these experiences, the chapter provides recommendations for teacher educators and policy-makers to enhance teaching practice and the overall programme quality of FP-level teacher education.