In this study, It was analyzed the implementation of laboratory activities in the pre-service science teacher’s training and how they contribute to the construction of a contemporary epistemic vision of the nature of science. A cross-sectional study was developed in two different undergraduate programs of pre-service science teacher training in a university in Colombia of. We analyzed the way laboratory activities are developed in nine science subjects of physics, chemistry, and biology, apart from the first to the eight semesters of the curriculum (10 semesters in total). Results indicate that the laboratory activities focused on the development of pre-defined techniques and procedures, giving little prominence to creativity, doubt, discussion, planning, and application, even though they are also characteristic activities of scientific work. This kind of laboratory activities does not seem to favor th e construction of a contemporary conception of the nature of science in future science teachers.