After decades of persistent dominance of monolingual approaches in language teaching, we are now witnessing a shift to pluralist pedagogical practices that recognize learners’ mother tongues (MTs) as a valuable resource. This paper examines data from 44 questionnaire respondents and 4 interviewees to investigate teacher perspectives on using learners’ MTs in the classroom and the extent to which teacher education shaped their beliefs. The results suggest that while most of the participants stressed the importance of maximizing target language (TL) use, some of them also recognized the value of employing MTs for specific purposes, such as anchoring new learning, providing grammar explanations and task instructions, decreasing student and teacher anxiety, sustaining motivation, and supporting learner identity. Most participants agreed that their teacher education program exerted some influence on their beliefs and practices, but their personal experiences as learners and teachers were also named as influential sources. The most notable change in views related to an increased use of the TL, which contradicts recent findings relative to the value of using learners’ existing resources. The paper concludes by stressing the need to examine the curricula and objectives of teacher education programs in the light of the current research on multilingualism in education.