Value education for preservice university teachers is an unavoidable task, given the level of authority they exercise in the lives of children and young people. The objective of the current study was to understand the perception of values held by preservice teachers from a regional university in Chile set in a multicultural context. The aim was to analyze the opinions of Chilean university preservice teachers on a set of values. The research was designed within the quantitative framework using a Likert scale questionnaire, applied to 319 pedagogy university students. The participants’ responses were analyzed with statistical tools, and the results revealed that the participating students valued more significant aspects of affectivity, morals, and ecology. As reported by the participants, the least preferred values were instrumental and religious. These findings are significant for decision-making and consistent implementation to improve pedagogical training in accordance with today’s society’s problems and educational needs. The article ends with a conclusion, implications, and limitations of the current research.

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