For many years, teacher education has focused on the centrality of the learner in the educational process. This study examined how preservice teachers' beliefs regarding children changed over the course of a teacher education program. It also examined the role of personality indicators in that change. Preservice social studies teachers were administered surveys in each year of a teacher education program to assess participants' beliefs towards children and their personality type. Participants' beliefs about children became more child-centered and personality type was a predictor of these beliefs.