This study followed one preservice teacher, Liz, as she progressed through her senior year of a secondary mathematics education program that illustrated and encouraged views congruous with the National Council of Teachers of Mathematics (NCTM) "Standards." At the start of the program Liz saw her role as one in which it was her responsibility to create a classroom environment defined to be non-intimidating, non-frustrating, interesting, and motivating for her students. Throughout the year, her beliefs defining her role of teacher were strengthened by the program. In addition, a belief in the use of problem-solving activities evolved from her beliefs of her role of teacher. This belief in problem-solving activities, combined with her student teaching experience caused Liz to re-examine some of her earlier beliefs. (Author/MKR)