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Teachers' intended instructional design of lessons are represented by their belief systems as a part of mathematics-related affect. This chapter focuses on 20 prospective secondary teachers' beliefs towards their teaching of calculus at uppersecondary level. The theoretical framework in relation to the international discussion on beliefs and affect and methodological considerations referring to a qualitative design will be outlined. Afterwards the focus lies on studying these teachers' beliefs with a particular concern for how these beliefs might change depending on the stage of their professional development. Results from a qualitative study of preservice teachers and teacher trainees will be discussed centred on whether and how changes in their belief systems occur. Our results show that the teachers' central beliefs remain stable whereas subordinated and peripheral beliefs slightly change.