Numerous studies have been conducted to investigate the beliefs of pre-service
teachers in teaching grammar in English education. This study, is located in a
university of education in Cirebon, explores pre-service English teacher beliefs’ in
teaching grammar since their beliefs could shape how they teach in the future. To
understand the knowldge gap of pre service teachers’ beliefs to teach grammar, the
study employed an interpretive paradigm, qualitative approach, case study design,
thematic analysis and purposive sampling. Data was generated using semistructured
interviews. The research findings indicate that pre-service teachers do perceive
grammar as challenging, but nonetheless, they believe that grammar is crucial to
master. The beliefs of pre-service teachers in teaching grammar are influenced by
their schooling experiences, where positive experiences foster confidence and selfassurance, whereas negative experiences lead to self-doubt. Despite the varying
learning experiences in grammar found in this study, both participants believe that
to provide effective instruction to students, pre-service teachers need to have a wellbalanced blend of pedagogical knowledge and grammatical knowledge.
Keywords: Pre -service english teacher beliefs’, teaching grammar, pedagogic
knowldege, grammatical knowldge, teaching media