ABSTRACT The purpose of this study was to examine teacher-educators’ instructional beliefs and practice and its influence on student-teachers’ future teaching approach preference. To this end, a concurrent mixed research design was employed. More specifically pre-experimental one group pretest posttest design was employed in order to examine student-teachers’ entry behaviors and changes, if any, at the end of the program. Descriptive Survey method was also used to examine teacher-educators’ beliefs about teaching and learning and their classroom practice. Data were collected using different questionnaires (i.e. Approaches to Teaching Inventory (ATI), Conception of Teaching and Learning Questionnaire (CTLQ), and Revised Two-factor Study Process Questionnaire (R-SPQ-2F), interview, and classroom observation. Whereas two public universities were selected using convenient sampling, 350 student-teachers in Post-Graduate Diploma in Teaching (PGDT) program in the 2016/2017 academic year were selected using stratified and simple random sampling. Thirty-three teacher-educators offering courses in the PGDT program were also participated in the study. The data from the interview and classroom observation were analysed using qualitative content analysis techniques. The data from the questionnaire were analysed using means, Pearson correlation coefficient, independent and paired samples t-tests, and structural equation modeling. The quantitative data revealed that teacher-educators’ beliefs and practice found to be compatable with the reform initiatives. Though they demonstrated strong commitments to constructivism in the interview and selfreported questionnaire, their actual teaching practice reflected a strong reliance over teachercentered approach. Regarding student-teachers, the results indicated that they have joined the PGDT program with behaviorist orientation. Significant relationships were also found between likewise conceptions and teaching approach preference. The posttest results also indicated that student-teachers’ entry characteristics remained unchanged. The predominantly teachercentered approach observed in the PGDT classrooms has influenced the student-teachers to retain their entry characteristics. Based on these findings, it was concluded that teachereducators have absorbed, rather than being reformed, elements of constructivism and continue echoing the old adage “do as I say, not as I do” principle which has been proved to bring about “no change” on student-teachers’ teaching approach preferences. Based on the conclusion made, implications are discussed.