The present study examines the pronunciation- and accent-related beliefs, views, and experiences of future English teachers in Hungary. International research has shown that teaching pronunciation or specific aspects of it might be challenging for teachers (Burns, 2006; Darcy et al., 2012; Levis et al., 2016). To implement any change in the way pronunciation is taught, it is crucial to observe a) whether pronunciation-teaching issues and attitudes to pronunciation development in Hungary are similar to the ones reported in international research, and b) what the current beliefs of future teachers are when it comes to pronunciation learning and teaching. One hundred twenty-eight second-year English teacher trainees were given a questionnaire containing open and closed questions regarding accent, pronunciation, and pronunciation teaching. The present study only looks at some of the open questions. Comments and responses were analyzed qualitatively, and tendencies and categories were extrapolated, focusing on comments that convey teacher trainees' early beliefs and concepts on “correct” pronunciation and their ideas and views about learning and teaching pronunciation. The results indicate that students are optimistic regarding the controllability of pronunciation and sounding native-like; they reported being somewhat, although not entirely, satisfied with their current pronunciation but actively and consciously working on improving it. Their reports also indicate that the amount of feedback on pronunciation received in school is insufficient and very general.