Beliefs about teaching influence practice and can play a powerful role in the day-to-day decision-making of teachers. Pre-service teachers commonly accrue their original set of beliefs about teaching from teacher preparation programs or personal experiences, but unlike teachers with more experience, new teachers are most susceptible to changing their beliefs about teaching once they become official teachers of record. If these beliefs change in a negative way, such as by adopting a set of beliefs that views students and communities through a deficit lens, or only capable of achieving less than their privileged counterparts, then schools will continue to foster tendencies for social reproduction instead of tendencies for social justice. There is little research that investigates how new teachers and their beliefs' about teaching are influenced during their first year. This article argues that critical education cannot occur without first examining the belief-shaping mechanisms that often engulf new teachers. Directions for future research are proposed.