Abstract: As part of her undergraduate honors project with me. Antonia, a K-9 mathematics specialist, assisted in analyzing data and writing about the beliefs of preservice teachers prior to and after taking a mathematics methods course taught by me. Our findings indicate that K-9 preservice teachers whose befliefs at the end of the course reflect a more cognitively based approach to teaching and learning than at the beginning of the course report they would make instructional decisions differently than when they initially held a more direct instruction approach to teaching mathematic. We discuss what beliefs changed, what we believe influenced those changes, and some things K-9 classroom teachers can do to affect changes in their own beliefs if they choose to teach using a cognitively guided apporoach.