This research project focuses on teachers' important role in the era of standards-based education and explores how teachers' beliefs and literacy practices are associated with their implementation of the Wisconsin Early Literacy Learning Standards (WELLS). I utilized a mixed-method approach that combines survey research with a case study to explore teachers' literacy beliefs and practices before, during, and after their first encounter with the WELLS. I observed and interviewed four case study teachers and survey data was collected from 90 Wisconsin early childhood teachers. I used scatter plot, multidimensional scaling (MDS), cumulative frequency analysis, and case-study data to show that each teacher has their unique literacy beliefs about the WELLS at different points in time, and their literacy beliefs change in different ways and for different reasons. Teachers' most valued and most frequently reported implementing literacy area is book handling and concepts of prints. Teachers' least valued and least frequently reported implementing literacy area is writing. MDS results show that three literacy continua can be used to describe teachers' beliefs related to the WELLS. In addition, Pearson correlation coefficients between teachers' thoughts and practices are significantly positive for almost all of the 26 questionnaire statements. Finally, this research project highlights six categories of program factors that positively and negatively affect case study teachers' use of the WELLS. The research results help us conceptualize the complexity of early childhood education, especially at the congruence of teachers' literacy beliefs, classroom literacy practices, and programs structures. Teachers do not passively follow the standards but they utilize their human capital to decide how standards can be used to better support their students. Teachers' collaboration with others influence how they think and how they teach. Additionally, teachers' human capital, decisional capital, and social capital interact with each other and influence how teachers perceive and use the standards. Teachers refine and improve their teaching continually using all the three forms of capital. This research project highlights the importance of creating a supportive work environment, and examining and supporting teachers' professional capital to improve the quality of teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]