Ontario, Canada mandates integrating environmental education (EE) into all subject areas from K-12, but pre-service teachers receive little to no instruction on how to do so. This study focusses on the experiences of 13 pre-service students who demonstrated their passion for EE through their own activism and volunteerism. Findings include the participants' definition of activism, lack of acknowledgement of activist experiences within the program, and participants' worries about being positioned as radical. Further, participants expressed a need for support, space, and time within the pre-service program to discuss these experiences and share ideas and resources within the teacher community. Suggestions to augment teacher education programs and for further research are provided.