| Summary: | The aim of this study is to explore the influence of a specific case of study abroad program, namely Erasmus+ Student Mobility on pre-service English teachers’ belief systems about learning and teaching. For the purposes of the study, qualitative data collected from 20 pre-service English teachers in pre and post research design. Also, a focused group interview was administered. The results were divertive revealing some noteworthy conceptual change after the student mobility program. Additionally, professional development and multicultural awareness were found to be key aspects in this change. Yet, participants’ interpretation of effective learning showed no difference between pre and post study abroad program phases, which might be related to immense exposure to this concept in the curricula of teaching programs.
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