Objectives This study explored the direction of improvement of the teacher training institution through the story of teacher training education of two pre-service teachers in the early childhood education department of B University. Methods The study participants were two pre-service teachers in the early childhood education department of B University. Data were collected through in-depth interviews from September 28, 2019 to June 10, 2020. Data were analyzed by inductive analysis method. Key words were created by segmenting meaningful texts from the original data. The key words were categorized again, and the representative key words were built to form the research axis. Results As a result of the study, pre-service teachers said that change was necessary; 1. teaching by applying the 2019 revised Nuri course, 2. teaching that connects theory and practice, 3. empowering professors in early childhood-directed(child-centered) practice, 4. teaching with learner participation, 5. bridging the Gap Between Professors, 6. teaching that makes learning memorable. Conclusions This study suggests the need to seek the direction of pre-service teacher education through the voice of the beneficiary, the pre-service teacher, rather than looking on the direction of teacher nurturing education conducted in universities only as the domain of the professor.