Meta-analyses of the findings from 29 studies including 4,194 early childhood practitioners showed that different practitioner belief appraisals (endorsement, importance, self-efficacy) were related to the intent to use and the adoption and use of different kinds of early childhood practices (developmentally appropriate practices, curricular content, classroom practices, instructional practices, social climate). Endorsement was assessed in terms of practitioner beliefs regarding the support for or approval of a specific type of practice. Importance was assessed in terms of the significance or value attributed to a practice by a practitioner. Self-efficacy beliefs were assessed in terms of practitioner attributions of the likelihood that their use of a practice would have expected or anticipated consequences. The average weighted effect size (correlation coefficient) between the belief and practice measures was r = 0.63, although there were differential relationships between the belief and practice measures depending on type of belief and type of practice. Implications for both research and practice are described. The following are appended: (1) Selected Characteristics of the Study Participant; (2) Characteristics of the Children Served by the Study Participants; (3) Characteristics of the Practitioner Belief Measures; (4) Major Focus of the Early Childhood Practice Measures; and (5) Effect Sizes for the Relationships Between Teacher Beliefs and Early Childhood Intervention Practices.