Researchers have explored the experiences of minority teachers (Irvine, 2003) and racial minority immigrant teachers in the context of schooling and curriculum development (Subedi, 2008). Many studies on immigrant teachers have focused on problems regarding their adjustment to the new culture and the construction of their identities; fewer studies, however, have explored their potential and how it has been reflected in their teaching practice. Such research has not included narratives of immigrant teachers who came from Eastern Europe--in particular, from the former Soviet Union. So far, the voices of these teachers have remained silent in teacher education; consequently, it is not clear what experiences, beliefs, and practices they bring to U.S. schools. The purpose of the larger study of which this report is a part was to examine the experiences and beliefs of immigrant teachers from the Soviet Union regarding teaching and learning from their personal perspectives. The author explored the factors that shaped Russian-speaking immigrant teachers' beliefs about education in various contexts, including their experiences before and after immigration to the U.S. The research questions were developed based on identified gaps in the research literature and as the result of a pilot study. The focus of this article is to present the findings that emerged in response to the following research question: (1) "How do the participants' beliefs about their teaching roles inform their curricular decisions and practices?" Implications for research, theory, and practice are discussed.