This study analyzed the beliefs of student teachers in two Hong Kong teacher training programs: the Post-Graduate Diploma of Education (PGDE) and the Teachers' Certificate (TC) programs. It examined student teachers' beliefs when they first entered the program and noted characteristics of the beliefs. Ten student teachers from a 1-year PGDE (secondary) course and 10 student teachers from a 2-year TC program participated. Data were collected via semi-structured interviews regarding: important aspects of education, the teacher's role, the learner's role, learning difficulties of learners, how subject matter should be taught in schools, and important factors for successful teaching and learning. Student teachers have developed their beliefs in teaching and learning before entering their initial teacher training program. The content of their beliefs was closely related to their past experiences. The content formed a network of belief systems of teaching and learning in different dimensions. Student teachers' beliefs seemed deeply rooted in their environment and culture. Their beliefs reflected two distinctive types of views on teaching and learning: ideal and reality. The two groups of student teachers differed in their beliefs about teaching and learning. TC students were not as confident as PGDE student teachers in subject matter knowledge. They were also younger and less experienced. (Contains 10 references.) (SM)