Teachers possess certain beliefs -- opinions or perceptions accepted as truth -- based on their past experiences which they bring with them to the classroom (Norman, 1983). These beliefs shape their reality and give them the confidence to try new things, ask new questions, or question their existing beliefs (Dervin, 2003). This article discusses the use of drawings, written narratives, and digital stories to examine the beliefs that science teachers have about their teaching of science. There have been previous studies that have examined teachers' beliefs about science teaching using drawings and written narratives. The use of digital stories in this study was piloted as an additional assessment for analyzing teacher beliefs.