Prospective teachers enter methods courses and classroom field experiences with robust mental pictures and strongly held beliefs about teaching elementary school mathematics, which impact their professional growth. Teachers filter information about new ways of teaching (from methods courses and field experiences) through their previous knowledge and experience of being a student in a grades K-12 classroom and through cultural expectations. Teacher educators face the challenge and responsibility of designing effective learning environments that enable them to assess and understand the incoming knowledge, skill, attitudes, and beliefs of prospective teachers (Bransford, Brown, and Cocking 2000) so that the next generation of elementary school math students does not experience mathematics focused solely on memorization and repetition of procedures. To design this effective learning environment, teacher educators must draw on research related to preservice teachers' (PSTs') beliefs as well as use effective, culturally relevant tools to elicit, challenge, and ultimately change those beliefs. Educators who can elicit preservice teachers' beliefs about teaching mathematics can effectively challenge and change unrealistic expectations. In their elementary mathematics methods courses, the authors use a variety of tools to elicit PSTs' beliefs individually and collectively as well as to provoke PSTs to examine their own beliefs. The purpose of this article is twofold. First, the authors describe PSTs' beliefs related to teaching, learning, mathematics, and teacher education that are identified in the research literature and evidenced in the authors' own PSTs' responses to surveys and reflective writing prompts. The authors then describe their use of classroom video as a tool for eliciting and challenging PSTs' beliefs about teaching and learning. This article is intended to support teacher educators as well as elementary school teachers who host and mentor PSTs. (Contains 2 tables.)