This qualitative case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular decision-making for instructional practice. In many ways, participants drew from university courses, field experiences, or both to help them make sense of their work and to guide their decisions. This was achieved as participants adopted, modified, imitated, or avoided what they learned during their teacher preparation program. While the findings suggest teacher education provides valuable learning opportunities for beginning teachers, they also illuminate areas of concern. Implications for teacher educators are discussed. (Contains 2 footnotes and 2 tables.)