Research in teaching has generally supported the relationship between teachers' beliefs and attitudes to their instructional decision-making. This understanding calls for the field of teacher education to expand its research into the relationships between preservice teachers' beliefs and instructional practices. In this article, we examine preservice teachers' ideas regarding student-centeredness and self-efficacy and their instructional practice, looking for evidence of significant relationships between the three concepts. Results demonstrate that preservice teachers' beliefs about student-centeredness mediate their self-efficacy and have an impact on instructional practice. Implications for teacher education are considered.