This study investigated the relationships between the beliefs and practices of K-12 native Chinese teachers on Chinese language and literacy instruction. Using a descriptive-exploratory design, this study employed a mixed-methods approach consisting of three steps: (1) a teacher beliefs questionnaire, (2) classroom observations and videotaping, and (3) semi-instructed teacher interviews. Results indicated that novice Chinese teachers desired large "doses" of practical pedagogical strategies; however, development of those strategies required that teachers have ample opportunities for thoughtful anticipatory and retroactive reflection centered on student learning and grounded by the knowledge of language-specific pedagogical content knowledge. The results highlighted the importance of fostering Chinese pedagogical knowledge through anticipatory instructional planning and reflection in apprenticing Chinese language teachers into the profession.