Values education aims to internalize societal norms in individuals to help them display acceptable social behaviors. This study uses the phenomenological method to investigate Turkish pre-service English teachers' views about values education in English as a foreign language (EFL) curriculum. Qualitative data obtained through survey and interviews was subjected to descriptive analysis. The findings revealed that pre-service teachers held positive opinions about incorporating values into the EFL curriculum. They considered values such as friendship, respect, kindness, love, justice and honesty important for primary children to acquire. They also expressed willingness to facilitate children's acquisition of such values in their future profession.