The purpose of this study is to shed qualitatively light on the learning culture of elementary pre-service teachers in a National University of Education from the insider s point of view, through a self-study of an elementary school teacher who was an elementary pre-service teacher. This study applied native ethnography to accomplish this purpose, and significant topics were derived from qualitative data collected using the pragmatic eclecticism, and final writing was performed. The results of this study were as follows. Firstly, the elementary pre-service teachers in the initial period represented the learning culture of lightening or detachment from learning, establishing their ideology as pre-service teachers through the continuation and reproduction of interpellation. Secondly, the elementary pre-service teachers in the middle period represented an autonomous learning culture in which they sought to find alternatives to elementary teacher preparation education amid a dual focus of acquisition and criticism of academic hegemony. Thirdly, elementary pre-service teachers in the latter period revealed the learning culture that was colonized by the evaluation system called the elementary school teacher selection test. The results of this study will contribute to the understanding of the current status of the pre-service elementary teacher education in Korea as well as the theoretical and policy basis for promoting its substantialization and qualitative enhancement.