Despite its theoretical appeal and research-based support, task-based language teaching (TBLT) continues to have a somewhat limited influence on actual second language teaching practices in many contexts. This study considers the relationship between teacher education and the broader use of TBLT. It investigates the effects of a constructivist-based curriculum course on student teachers' disposition towards the principles of TBLT. It also addresses their utilization of the approach during their teaching practicum. Based on both quantitative and qualitative analyses, the findings suggest that the course increased the student teachers' disposition towards TBLT, but that the positive disposition did not tend to translate into actual use or implementation during the practicum. The article argues that while teacher education programs have the potential to promote innovation in educational practices, several factors remain to be addressed, including cultural norms in education and the lack of support for student teachers. (Contains 1 note and 2 tables.)