This thesis locates Bolivian teacher education and Bolivian future teachers in a broader (inter) national socio-political, economical and cultural context, as it explores how Bolivian pre-service teacher education institutes and actors develop strategies for, or against, the societal transformation that is envisaged by the new Bolivian Plurinational constitutional regime. The research illustrates the challenges and opportunities of the envisioned transformation of Bolivian teacher education, and demonstrates a range of structural obstacles as well as some emerging potential niches for a social justice oriented education system.