The purpose of this study was to evaluate teaching effectiveness in an elective science course, in the Early Childhood Education Department of Athens University in Greece. For this, a sequential mixed research design was applied to investigate freshmen beliefs about the effectiveness of their future teaching in kindergarten. An enhancement and a worsening student beliefs groups were identified based on their changing beliefs. In the first group, students were more effective in self-modeling of teaching and perceived the classroom environment in a more positive light than their fellows. Both groups asserted the need for more teaching activities.