As a result of recent demands associated with program assessment (Metzler,2000), PETE programs have begun to report changes in program students'teaching behavior due to interacting with specific PETE curricula (i.e. Wiegand, Mohr and Graves,2000). Similar literature (Lawson,1989; Templin,1989) has additionally suggested that many of these positive changes in teaching behavior are not likely to survive the socialization stresses associated with induction period teaching. A possible explanation of this "wash out" of PETE program impact, during professional induction, may lie in the PETE program's inability to positively modify its students' professional belief system, which necessarily underlies ones teaching, along with the specific teaching behavior. The purpose of this study was to cross-sectionally examine both changes in one PETE program's students professional beliefs systems along with their teaching behavior across a PETE curriculum. To accomplish this purpose, 3 groups of PETE students from a single program, those just beginning (incoming/N=38), those entering the major's coursework (mid-point/N=19) and the program's student teachers (exiting/N=8), were asked to respond to the battery of inventories suggested by Metzler(2000) (Value Orientation Inventory-2, Career Beliefs and Attitudes Scale, Teacher Efficacy Scale, Pluralism and Diversity Attitude Assessment, Teaching Competence Survey) for the purpose of establishing their present belief system. Belief systems' data were analyzed multi-variantly to determine if differences existed among the groups. Additionally, 5 randomly selected students from each group were asked to prepare and teach a 20-minute lesson designed to meet a common set of lesson objectives. Lesson planning materials were collected and their quality was quantitatively determined utilizing a pre-established set of planning quality indicators. ANOVA procedures were used to determine planning quality differences among the groups. Audio/video tapes of each lesson were coded using the WVUTES observation system that resulted in the generation of student and teacher behavioral profiles for the lesson. Changes among the groups' student and teacher behavioral profiles were again multi-variantly determined. Analysis revealed significant, progressive differences across the groups in regard to planning quality and student(increased ALT-PE; decreased waiting)/teacher(decreased management time) behavioral profiles but no change in belief systems were observed across the curriculum. These data appear to support the existence of a PETE curricular dilemma, e.g. a discrepancy between the program's ability to simultaneously facilitate changes in both teaching behavior and beliefs system, which has the potential to undermine the essential impact of the PETE training program.Keyword(s): professional preparation