Peace has been recognized as a matter of education and to be promoted at the initial level. The present study attempts to generate a profile of activities toward peace education among prospective teachers. The Nominal Group Technique (NGT) was used by selecting fifteen prospective teachers as a Nominal Group (NG). NGT was applied under a sequence of stages (idea generating, selection, listing, clarification, ranking and consensus stages). Results generated from the NGT were organized into three categories of student-related activities, teacher-focused activities, and administration and community-related activities. Participants' preferences were higher for activities that included individual practical participation. Participation in the Action Research process was ranked at the bottom. Tentative conclusions are drawn with regard to teacher education and peace studies.