The study of student beliefs can have important implications for teacher education programs. Few studies are available, however, related specifically to the beliefs of early childhood preservice teachers. The current study addresses the following research questions: What are the beliefs of preservice teachers at different levels in their early childhood education program? What influences the development of these beliefs? To explore these questions, 19 female undergraduate early childhood education preservice teachers participated in five focus groups to discuss their beliefs surrounding several issues in early childhood education (e.g., teacher role, inclusion, parent involvement). Students were divided into three groups based on the courses they had completed, Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, six students participated in individual interviews. Using grounded theory analysis procedures described by Strauss and Corbin (1990), data were analyzed resulting in the emergence of five themes: (1) Children's Learning and Development; (2) Working with Groups of Children; (3) Relationships; (4) Inclusion; and (5) Professional Issues in Early Childhood Education. Implications are discussed in relation to teacher education programs and directions for future research.