The purpose of this study is to investigate undergraduate students' attitudes and possible future assimilation of the Teaching Games For Understanding (TGFU) approach. An increased understanding of the socialization process that occurs in the learning of this pedagogical approach will benefit the professional preparation of pre-service teachers. The Teaching Games for Understanding Approach emphasizes game play and places skill learning within a game context, encouraging students to think conceptually and allowing them to make connections between and within games. Students enrolled in a sixteen week semester course were invited to participate in the study. Subjects were interviewed at the beginning and conclusion of the sixteen week semester course. Topics of inquiry included attitudes about the nature of knowledge and learning as well as attitudes about the Teaching Games for Understanding Approach. To insure use of the Teaching Games for Understanding Approach during the sixteen week course, two recorders observed and scored teaching methodology using the Educational Games Observation Rubric (EGOR), a rubric specifically designed to assess constructivist-oriented teaching practices. During the exit interview, the Learning By Connections (Sweeney & Everitt, 2000) instrument was administered to measure students' attitudes toward the TGFU approach. The Desire for Control scale (Burger & Cooper, 1979), which measures individual differences in the level of motivation to control the events in ones lives, was also completed by each subject. An analytical scoring scale was used to assess major concept areas addressed during the interviews, including beliefs about passive and active learning, teacher centered versus student centered instruction, skill based versus conceptual based approaches, and knowledge being simple or complex. Interviews indicated that students did not change their epistemological beliefs over the course of the semester. Correlations were completed to analyze relationships between students' desire for control and their attitudes toward the TGFU approach. Results indicated a significant relationship (r=.73). Students with a high desire for control also favored the TGFU approach. A factor analysis was completed on both instruments to further validate the scales. Keyword(s): professional preparation, research