This study sought to determine differences between the attitudes and beliefs of teacher education students from two different teacher education programs in Belgium. A total of 195 students and 77 graduates from the University of Antwerp, and 240 students and 60 graduates from the University of Ghent responded to a questionnaire regarding attitudinal statements about teaching and learning, the role of individual differences, the improvability of intelligence, the allocation of teacher resources, the responsibility of teachers for pupil outcomes, and expectations about the distribution of outcomes in the classroom. The teacher education program at the University of Antwerp was more innovative and rigorous than that at the University of Ghent. Students and graduates from both programs indicated that they knew or expected most classrooms to be very heterogeneous in aptitude and future achievement. Most also believed that teachers have no or only a slight impact on these individual differences among students. Learning outcomes were perceived as a static, fundamentally unchangeable phenomenon. (CB)