Beliefs about knowledge, learning and teaching are assumed to impact teachers' practice (Brownlee, 2004; N. Entwistle, Skinner, D. Entwistle, & Orr, 2000). A change of beliefs is an important step for teacher learning, but it is often seen as difficult if not impossible (Cooney, Shealy, & Arvold, 1998). This study investigated the impact some teacher education programs from China and the USA had on the teachers' beliefs and teaching strategies and how these teachers integrated the acquired knowledge and teaching strategies in their practice. Researchers were particularly interested in investigating teachers' ability and willingness to use the strategies congruent with constructivist learning theory in their classrooms. (Contains 1 table.)