In this paper I reviewed and analyzed three important constructs--beliefs, knowledge, and practices in mathematics teacher education. I carried out a literature review of teacher beliefs and practice, and beliefs and change in mathematics education in to order draw some pedagogical and research implications. I was able to draw three themes from the reviews--beliefs impact practice but within a supportive environment, teacher beliefs impact teacher change (development), and teacher knowledge is not just content knowledge, pedagogical knowledge, technological knowledge, and their possible combinations but it opens a new dimension of thinking such as pedagogical-philosophical-psychological knowledge for which we have to conceptualize an interiorized other--the epistemic student. (Contains 3 figures.)