This study explores the relationship between two teachers’ literacy belief systems, and their children's understanding of literacy. Researchers addressed issues of teachers’ decision making, practical and personal knowledge, and pedagogical knowledge which serve to form belief systems in teaching literacy. Researchers interviewed two philosophically differing kindergarten teachers regarding their views, beliefs, and practices in teaching literacy to kindergarten populations. Then, kindergarten students were interviewed at the end of the school year regarding their understanding of reading and writing as a direct or indirect result of teachers’ differing belief systems. Other data collected at the end of the school year include students’ demonstration of their knowledge of literacy through participation in the following tasks: Clay's concepts of print, a word reading task, phonemic segmentation tasks, and writing samples.