This study aims to map the cognitive structure of pre-service English language (EL) teachers about three key concepts related to approaches and methods in language teaching so as to discover their learning process and misconceptions. The study involves both qualitative and quantitative data. The researcher administrated a Word Association Test (WAT) to 68 sophomore pre-service English language teachers attending teacher training program in two state universities in Turkey. Data obtained from key concepts and associated words were recorded in frequency tables. Concept maps that presented the cognitive structures of the pre-service EL teachers were drawn. The sentences written by the pre-service EL teachers about each key concept were analysed and categorized. The findings appear to indicate that pre-service EL teachers failed to learn the key concepts effectively. Some misconceptions related to the key concepts were detected both in concept maps and sentences. The results suggest that WATs as an alternative assessment technique should be used for in-depth evaluation of learning.