A survey of prospective teachers' beliefs about teaching mathematics and writing to diverse learners was conducted for the purpose of improving teacher education programs. Respondents were 319 elementary education students, 71 prospective secondary math teachers, 52 prospective teachers of secondary English, 23 noneducation math majors, and 19 noneducation English majors. Although there is much diversity between and among the subjects, there were some areas of consensus. In answering questions about student diversity, the respondents did not endorse stereotypes about gender differences or differences in content appropriate for students from different family backgrounds. In responding to questions about what would be helpful in learning to teach, they gave the expected endorsement of experience, as well as high ratings for classes of questions about generic and subject-specific teaching methods. In answering questions about the mathematics or writing they would teach, the respondents expressed surprisingly little enthusiasm for seeing these subjects as systems of rules to be memorized. One difference of note was that the noneducation majors indicated less belief in the "power of pedagogy," that is, in the ability of prospective teachers to succeed in learning to teach academic content, especially more conceptually oriented content. Eleven tables are appended. (Author/LL)