Practicum experiences offer student teachers a place to observe and interact with real students, teachers and curriculum in natural school settings (Cohen, Hoz, & Kaplan, 2013). Therefore, the practicums in teacher education programs can provide meaningful opportunities for the reflection of beliefs. Only very few studies have used a longitudinal design to investigate such possible developmental shifts of teachers' beliefs. The aim of the present study is (1) to examine the beliefs of student teachers about the personal characteristics intelligence, talent and learning and (2) to explore the effects of the experiences in the practicum on these beliefs.