The purpose of this study was to investigate if adding a “personal stories” based component to a knowledge-based teacher training leads to improved pre-service teacher’s attitudes about stuttering and knowledge about stuttering. The participants consisted of 18 pre-service teachers. The Teachers Attitudes Towards Stuttering survey (TATS) and the Alabama Stuttering Knowledge (ASK) survey were the two tools used to measure the outcomes before and after a pre-service teacher training on stuttering and students who stutter (SWS). Pre-service teachers’ knowledge about stuttering was measured using the ASK and their perceptions about stuttering were measured using the TATS. Analysis of the study’s results suggested that adding a “personal stories” component to a knowledge-based training did not significantly improve teachers’ perceptions and their knowledge about stuttering and SWS compared to knowledge-based only training. However, it was found that the use of a short video presentation training improved pre-service teacher’s perceptions of students who stutter.