This study aimed to explore the implicit theories of pre-service teachers in learning to write. A twofold study was conducted to cover the representational level and attributional level of the implicit theories. The first study analysed the representational level of different learning theories (e.g. psycholinguistic, behaviourist, maturation, nativist, socio-cultural and constructivist). The second study explored their relationship at an attributional level by using Confirmatory Factor Analysis. Results support that all of the theories with a representational entity have also shown an attributional entity in pre-service teachers´ minds. Based on the findings, implications for pre-service teachers´ education are discussed.