This study investigated the change in Singaporean pre-service teachers' epistemological beliefs and beliefs about learning and teaching over the course of a teacher preparation program. An online survey was administered during the first week of a nine-month program and the same survey was administered after the 413 participants had completed all their course work and teaching practice. Participants exhibited significant changes in epistemological beliefs and beliefs about learning and teaching--participants indicated more relativistic epistemological outlooks and less constructivism in beliefs about teaching. At the end of the teacher preparation program, they seemed to less value effort in learning and believed more in innate ability. (Contains 5 tables.)