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Beginning primary teachers' knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a videobased assessment on their perception, interpretation, and decision-making skills. Research questions were (1) whether we have to deal with a "reality shock" in that beginning teachers' beliefs about the nature of mathematics or the teaching and learning of mathematics change to more traditional ones or whether their mathematics content knowledge (MCK), mathematics pedagogical content knowledge (MPCK), or general pedagogical knowledge (GPK) decreases, (2) whether the school context in terms of appraisal and a climate of trust influences the knowledge and belief development, and (3) to what extent the beginning teachers' knowledge and beliefs predict their perception, interpretation, and decisionmaking skills. Data from 231 German primary teachers in their third year in the profession neither revealed changes of beliefs towards traditional ones nor a substantial loss in knowledge. In contrast, GPK grew significantly and beliefs on the nature of mathematics were more dynamic 3 years after teacher education. Thus, drawbacks are a rare phenomenon in our sample. Those teachers who had perceived a stronger climate of trust revealed higher MCK, MPCK, and GPK as well as more dynamic beliefs. These teachers also revealed significantly stronger skills.

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