This paper relates to small-scale, mixed methodology research investigating the developing beliefs of students in Initial Teacher Education (ITE) in relation to the teaching of primary mathematics, undertaken as part of a Masters in Mathematics Education. All students were in their first year of a three year degree, studying at the University of Chichester. The major intention was to identify their emerging beliefs, with a subsidiary interest in what had shaped those beliefs. The project was set in the context of a new curriculum mathematics module, which was underpinned by my own beliefs about module content and teaching approaches. A range of questions were asked of the students through simple questionnaires and a small number of interviews.