Preservice teachers' (PSTs) writing attitudes have been well formed through countless positive and negative interactions by the time they enter higher education. The present study examined 17 PSTs' beliefs about teaching writing, confidence levels, and plans for future instruction, before and after a semester-long language arts methods course. Participants participated in pre and post belief exercises and pre and post online surveys. We examined differences between PSTs' beliefs over the course of three time points. Overall, findings revealed that after self-reflection, strategy instruction, and engagement in writing, PSTs were more likely to believe in children's writing capabilities, reported higher confidence levels in teaching writing, and described plans for integrating more specific writing strategies into their future practice.