The aim of this study was to explore the perceptions of a group of pre-service teachers towards bilingualism and its role in their teaching practices. The participants came from two public universities whoparticipated in a set of focus groups. Their responses were validated with theoretical elements. In order to gain deeper understanding of data gathered the Grounded Theory methodology was used in the analysis of it. Findings evidence that the participants’ perceptions of bilingualism let them conceive themselves as having a twofold role in their future practices. This is sustained in two subcategories, the first: To be a bilingual master and the second: To be a bicultural reader.