In this article, we examine the evolving influences and literacy beliefs of two elementary teachers during their second year of professional teaching. Interview and observational data indicated that teaching context and personal dispositions most influenced the participant's literacy beliefs during this time. In particular, instructional decisions appeared to be based on their students' needs and interests, the participants' proclivities for reflection, and time and paperwork demands. The student-centered beliefs that the participants developed during Phase I served as a foundation for clearly articulated beliefs about literacy learning and teaching that were observed in their practices.