This study investigated philosophical approaches to teaching held by pre-service teachers in Iran and the US. The study's participants were 30 pre-service teachers from Iran, a predominantly Muslim country, and 30 American pre-service teachers. Data were collected using the 105-item Philosophy of Education Scale (POES, Author A, 2003) composed of five philosophical approaches and seven teaching dimensions. Scores indicated Iranian-US pre-service teachers differed in their beliefs about the Executive (behaviorist) teaching approach; similarities were found in the Citizen Teacher (social-responsibility) approach. As researchers, we purport the results to have implications for enhancing conversations about cultural values and applications in educational settings. (Contains 2 tables and 2 figures.)