As political mandates in the United States continue to demand increasing levels of literacy by all young children, the importance of identifying factors that influence novice teachers' development over time become more critical. In this article, we explore Phase I of a longitudinal study, which describes the evolving literacy beliefs and practices of two early childhood teachers as they progress from pre-student teaching through the end of their first year as professional teachers. Interview and observational data indicated that external factors such as teacher preparation and teaching context, as well as dispositions, were key factors across time. As professional teachers, the participants' demonstrated beliefs and practices associated with effective teachers. Their literacy practices reflected their expressed beliefs and broadened over time. (Contains 1 table and 1 figure.)