The aim of the study reported in this chapter was to determine the attitudes, beliefs and experiences of pre-service teachers in relation to the use of popular culture in the primary literacy curriculum. The study, conducted over a period of four years, focused on the student teachers’ construction of the literacy curriculum and explored how far the students’ attitudes and practices correlated with those of teachers in other studies who have expressed negative views towards the use of popular culture (Lambirth, 2003; Makin et al., 1999; Suss et al., 2001). This chapter discusses the ways in which student teachers’ curricula and pedagogy, already constrained by external factors, were further limited because of perceived, rather than actual, restrictions. To begin with, however, teachers’ views towards popular cultural material in classrooms will be reviewed.