Research on the use of humor in the classroom indicates that many pre-service teachers are generally interested and willing to use humor as a classroom strategy, but are sometimes reluctant to do so. This study explored perceptions of pre-service teachers regarding the use of humor in the classroom. Pre-service teachers (n = 27) engaged in online discussions designed to explore how, when, and why they use humor, as well as perceived barriers. Results indicate that, while pre-service teachers believe humor can be an effective teaching tool, lack of experience and perceived resistance from administrators, parents, and other teachers, prevents pre-service teachers from using humor as often as they would like. Authors include a list of recommendations for pre-service teachers who seek to develop a humor approach, and propose implications for new research.