The present study was designed to examine pre-service teachers' attitudes towards teacher self-disclosure in Chinese and US classroom teaching. The participants of this study included 126 Chinese pre-service teachers and 180 US pre-service teachers. Results showed statistically significant differences between the two groups in their attitudes towards five dimensions of teacher self-disclosure: common topics, uncommon topics, common purposes, uncommon purposes and consideration of students. The discussion focuses on the underlying reasons for the differences and the implications for cross-cultural education.