Factors that influence the process of a teacher's development are only partially understood. Some researchers have shown that students enter preservice education programs believing that good teaching is highly related to their knowledge and their ability to convey that knowledge to others. It is also expected that students entering teacher training from undergraduate degrees in science, for example, might hold beliefs about teaching that differ from the beliefs of those who enter teacher training fresh out of degrees in the arts or the social sciences. Yet there is little or no empirical evidence to support or refute this contention; nor is there evidence to say how those normative beliefs might differ, if indeed they do. To explore these questions and others, the authors tracked 356 teachers-in-training as they exited undergraduate degree programs in a variety of specific disciplines and entered a one-year intensive teacher-training program. This article reports on the relationship between disciplinary majors and preservice teachers' beliefs about teaching, learning, and knowledge. (Contains 1 figure and 4 tables.)