This study investigated pre-service primary teachers' knowledge and beliefs about mathematics, the curriculum in Hong Kong, and teaching practices. Pre-service teachers from all four years of the program who were majoring in mathematics teaching completed a questionnaire. A sample participated in an interview and provided lesson plans for analysis. This paper reports the data obtained from the beliefs section of the questionnaire. The preliminary results indicated that the mathematical beliefs of the pre-service teachers generally supported the innovative approaches recommended in the revised curriculum. Nevertheless, for some there was a contradiction between their beliefs about the role of mathematics teachers and mathematics learning in classrooms. (Contains 2 tables.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]