Caring relationships are a core component in effective classrooms, and safe learning environments. As such, it is important for pre-service teachers to reflect on their own perceptions and experience regarding care and care within the classroom if they are to build upon that knowledge and grow as caring educators. In addition, teacher educators can learn more about the developing theories of care that exist within college classrooms, and utilize this knowledge in working with pre-service teachers to understand the power of care and relationships between students and teachers. The purpose of this article is to examine pre-service teacher perceptions of "care" and caring relationships within the classroom. How do pre-service teachers define "care", and how do their experiences align with their personal beliefs? More importantly, how do these perspectives shape their teacher identity?