Our aim was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. Category systems were designed which, together with the analysis system used, could provide a method helpful to teacher educators, teachers and to future research. The pre-service teachers showed difficulty in considering themselves as "authentic" mathematics teachers. The study revealed that the preparation of a portfolio can help pre-service teachers learn more about themselves and provide educators insight into how to help pre-service mathematics teachers engage in the teaching-learning process. (Contains 11 tables and 9 figures.)