States, universities, and school districts have responded to teacher shortages by designing programs that transition college graduates into teaching careers. The result is an increase in the number of graduate preservice teachers preparing for teaching careers in colleges of education. The purpose of this study is to explore graduate preservice teachers' initial teaching beliefs so as to understand the educational perspectives they bring into the graduate classroom. Data were collected from the initial philosophy statements of 21 graduate preservice teachers enrolled in the first course of a comprehensive MAT program. Findings suggest that graduate preservice teacher educators bring strengths to the classroom that distinguish them from "traditional" undergraduate preservice teachers. These differences warrant careful consideration by teacher educators. (Contains 2 tables.)