Purpose: The purpose of this research is to examine preservice teacher's knowledge bases and beliefs about literacy and the impact of their personal reading experiences on literacy instruction. Methodology: This study utilized mixed methodology. This included survey data and open coding. Data were collected using a survey, an annotated DRTA lesson plan, and a personal reading experience narrative. Results: The research reports that there are differences among beliefs concerning early literacy instruction and assessment of preservice teachers before the reading methods course. Conclusions: Preservice teachers are moderately familiar with knowledge bases concerning early literacy instruction and assessment before the reading methods courses. Recommendations: Further studies of the impact on foundations courses such as early childhood education and child psychology are warranted, as they seem to inform curriculum methods courses. (A bibliography is included.)