As is recognized by many teacher educators, teacher candidates enter their teacher preparation programs with individual attitudes, views, beliefs, or personal theories of teaching. These views may or may not change, develop, or consolidate as a result of coursework and field experiences throughout the teacher preparation program. Nevertheless, in order to guide, assist, and encourage teacher candidates in their professional development, and prepare them to make decisions based on well-articulated visions of practice formed from moral considerations of justice, responsibility, and virtue, the authors believe it is important for university-based teacher educators to be aware of their teacher candidates' beliefs, and the cooperating teachers' beliefs, and to compare these beliefs to their own beliefs. The authors also believe that the identification of matches or mismatches among beliefs could help teacher educators, cooperating teachers, and teacher candidates better understand each other's perspectives and be able to work together to maximize learning at both the university and the K-12 classrooms. Therefore, the purpose of this study is two-fold: (1) to identify the content and sources of the expressed beliefs of a group of teacher candidates, cooperating teachers, and university-based teacher educators; and (2) to identify the matches and mismatches within the content and sources of those beliefs. (Contains 1 figure and 3 tables.)