amp; Van Hiel, 2011; Czech version Širůček et al., 2014). Confirmatory factor analysis and reliability estimates supported the predicted structure of the two scales. NFC is reflected in the CMS of student teachers. Student teachers with higher NFC use more CMS focused on rules and leading the classroom. The higher the NFC is the more the student teachers prefer teaching in frontal settings, deviate less from their lesson plan; they have more strict requirements of student´s discipline, and insist on students to follow the rules. These findings show that NFC plays an important role in teacher behaviour and should be therefore reflected in teacher education as well.