The purpose of this study was to drive right realization about their game class and desirable participation which it analyzing of TGFU class participation styles in elementary pre-service teacher. To achieve the purpose of this study, the research subjects were 74 students who took TGFU class in B national university of education. The collected data of this study were investigator\'s class log and study participant\' class impression description, open-end questionnaire, depths interview. The data were analyzed and interpreted for inductive content analysis used by Spradley\'s(1980) 3 stage analysis method. On the basis of the results analyzed class participation styles by 4 category as \'bluefin tuna\', \'white shark\', \'goldfish\', \'tropical fish\'. The conclusion were drawn as follows; First, \'bluefin tuna\' style was always affirmative and joyfully to do while game situation or it is active at functional practice. Second, ‘white shark’ style was likes to demonstrate the ability of oneself and expressed sentiment of oneself radically without filtration to companion who makes a mistake in game progress process.. Third, \'goldfish\' style was badly on fear about exercise because motor skill drops and passively to a motion game performance activities or group activities of the companion student because spirit to gets depressed by companions reproof. Fourth, ‘tropical fish’ style was not interested in class and interested much in outward appearance of oneself and participated in game class by sense of duty. ※ Key words : teaching games for understanding(TGFU) class, participation styles, pre-service teacher