This review is part of a longitudinal study that examines teachers’ beliefs, attitudes and expectations towards teaching and professional development. This is the first in a series of reports that focuses on pre-service teachers’ beliefs and attitudes prior to the start of their teacher preparation programme. Currently, most reported studies were qualitative in nature, at the pre-service level, with participants who have already begun their teacher preparation programme. Data collection methods included interviews, surveys, essays and journals. However, substantial information pertaining to pre-entry as well as the early stages of the programme was available.