A qualitative longitudinal study, intended to encourage graduate programs to reflect on how their programs are making a difference in their students' adult teaching practice, explored how practicing adult educators' beliefs about teaching were impacted by participating in a graduate program in adult education. Sixteen practicing adult educators were interviewed twice over a period of 2 years. Findings indicated graduate school had little impact on the teaching beliefs of participants. The majority of participants maintained a teacher-centered view of teaching, continued to view knowledge as separate from the knower, maintained a belief about learning as an increase in knowledge and the result of doing, and continued to reflect an instrumental view of teaching. A change in belief that began to emerge was a growing recognition of the significance of engaging student experience in practice. (Contains 35 references.) (Author/YLB)