The axiological crisis of contemporary society makes the process of value transfer even more important. Teaching strategies, through their versatility, deeply impose a value vector. Some alternative methods of evaluation become, due to the evaluated person’s subjectivity, telling of the values in which he/she believes. The pedagogical diary provides data on what the learner knows, feels, thinks, expects and hopes for. Our study provides a predominantly qualitative-quantitative analysis of 67 pedagogical diaries of 1st-year students at the Pedagogy of Primary and Pre-school Education, "Vasile Alecsandri" University of Bacau, elaborated as a task for the discipline of the History of Pedagogy. The purpose of keeping the diaries was twofold: 1. systematization and analysis of the knowledge acquired during the course; 2. identification of values in which future primary and preschool teachers believe. The axiological dimensions evaluated were the classic ones: truth (selection of bibliographic sources, authentic content, adequate interpretation of perspectives), good (Socratic perspective, but also professionalism, dedication), beauty (aesthetic structure and content presentation). This paper focuses on the explicit/implicit manifestation of intellectual, moral, aesthetic values, on axiological elements and how values are reflected in diaries.