For the two past two decades, a child-centered view and integration of curriculum have become critical to developing literacy. Also, the emphasis on the importance of the teacher's role in teaching literacy has increased. Thus, teachers have been provided with the opportunity to reflect on their beliefs about children literacy and to increase their knowledge of teaching literacy. Teachers need to consider the kinds of activities they bring to their classrooms to improve children's literacy. The value of teaching language is that it stimulates teachers to reflect on their experiences, what they know, what they are about, and what they should be about to help children develop their literacy. The purpose of this research is to investigate the variables which affect a teacher's beliefs regarding teaching literacy in early childhood settings in South Korea, and find factors which influence a teacher's decision to apply the whole language approach in their classroom.