Although teachers' professional knowledge and instructional beliefs are known to have a variety of subcomponents, research on the structure and interrelations of these subcomponents is relatively scarce. This article presents some findings of a preliminary, quantitative empirical study examining the relationships between mathematics teachers' views concerning specific classroom situations, their content domain-specific pedagogical content beliefs and their more global instruction-related beliefs. The findings suggest that global beliefs--in terms of cognitive constructivist or direct transmission views of teaching and learning, on the one hand, and beliefs about the stability of individual mathematical abilities, on the other--can impact teachers' content domain-specific beliefs and their views related to videotaped classroom situations from introductory lessons on geometrical proof.