Burns, AmyGereluk, Dianne2017-06-282017-06-282017-05http://hdl.handle.net/1880/52115This paper will highlight the unique findings of a pilot study designed to understand the interpretations made by classroom teachers of 21st century educational reform, with particular attention on the effects of these findings for pre-service teacher education. The study was conducted with two teachers and two school-based leaders in one Alberta school division known for its commitment to 21st century educational ideals. It was found that both teachers and school-based leaders are interpreting 21st century education in very different ways. Most interestingly is the propensity for 21st century education to become hallmarked by one aspect that then becomes foundational.21st centuryreformK-12teacherspre-service teachersunknown10.11575/PRISM/5336