This study used semi-structured focus group interviews to examine specific literacy beliefs of 21 elementary pre-service teachers (PSTs) from five teacher education programs across the eastern, southern, and central parts of the USA. The interviews were transcribed and analyzed for statements about literacy beliefs. Each belief statement was also tagged as being positive (+), negative (-), or equal (=) to further identify the nuanced ways in which PSTs expressed each belief. Compared to findings in the field, this study (1) provides clearer explanations and categories of PSTs' literacy beliefs; (2) captures nuanced understanding of PSTs' literacy beliefs by examining their affective connotations; and (3) provides an emic perspective from PSTs across contexts. In doing so, the results expand on previous frameworks of literacy beliefs. Further, beliefs related to "Teacher Strategy, Engagement, and Literacy Approach" were discussed the most by PSTs. Literacy beliefs shared less frequently included beliefs about "Culturally Responsive Teaching," and some "Literacy Components" (LC), such as, LC-Spelling, LC-Emergent Literacy, and LC-Fluency. Of the top three literacy beliefs shared by PSTs, references about Engagement were the most positive. The study suggests implications for literacy teacher educators.