Alarming studies indicating a lack of mathematical knowledge among elementary educators has led to increases in the number of mathematics courses required in teacher preparation programs. This study examines the impact newly required mathematics courses had on teacher candidates' beliefs regarding mathematics content and pedagogy in a large, southeastern teacher preparation program. A survey instrument was used to compare perceptions of teacher candidates required to take additional mathematics courses to those who were not. Differences in perceptions between groups were found. Factors possibly contributing to the findings of this study as well as suggestions for further research are discussed. (Contains 1 table.)