This study examines early childhood preservice teachers' beliefs about developmentally appropriate practices (DAP) and how they define DAP and interpret principles and characteristics of DAP. The study shows that early childhood preservice teachers possess relatively strong beliefs about DAP. Preservice teachers who were further along in the teacher training program demonstrated stronger DAP beliefs than teachers who had just begun the teacher training program. Similarly, teachers who had undergone more field placements reported stronger beliefs about DAP. Teachers' own definitions and principles of developmentally appropriate/inappropriate practice were examined. Implications of the findings are discussed for preparing teachers to implement appropriate practice. (Contains 2 tables.)