Beliefs often guide a teacher's decision-making, thinking, and practice in the classroom (Vartuli, 2005). There is limited longitudinal research on how early childhood preservice teachers develop new knowledge about their beliefs as they transition into in-service teaching positions (Joram & Gabriele, 1998). Across 4 years that encompassed a series of three studies, this article chronicles three teachers' understandings of how their beliefs and practices were interrelated and informed by one another. Preservice teachers were interviewed and completed written reflections as they moved from under the umbrella of an undergraduate early childhood teacher preparation program into classrooms as in-service teachers. Findings reveal (a) how the preservice teachers' beliefs were initially unstable and nascent during Study One, (b) how a transactional nature between beliefs and practice began to emerge during Study Two, and (c) how, during Study Three, this relational exchange contributed to an increase in deliberate action as in-service teachers. Implications for early childhood teacher preparation programs include ensuring opportunities for preservice teachers to use self-reflection and inquiry across a range of course and field experiences as they identify and make connections between beliefs and practice. (Contains 2 tables.)