As a profession, we must have a shift in both perspective and practice to transform teaching at all levels. Are pre-service education classrooms preparing students to be flexible, adapt to new situations, and rely on their own expertise and understanding while seeking support when needed? Lieberman and Miller (2004) identify the following shifts for transforming the social realities of teaching: from individualism to professional community; from teaching at the center to learning at the center and from technical and managed work to inquiry and leadership (p. 11). The authors seek to critically examine the perspectives of pre-service teachers participating in a social studies methods course using constructivist practices.