Education research has investigated teaching practices and uncovered a potential disconnect between instructors' knowledge and beliefs about teaching and their actual teaching practices. While experts of the subject matter, their understanding of teaching and their awareness of their own teaching capability significantly impact their enacted practices. However, there is a dearth of research in engineering on this aspect, particularly in electrical engineering (EE) education. EE as an applied science comprises many abstract concepts among other engineering disciplines that require strategic teaching practices to facilitate student learning. The intangible nature of these concepts, such as the foundational circuits concepts, raises the likelihood of acquiring issues in teaching among engineering instructors that can impact the construction of contextual knowledge and skills among engineering students. In this qualitative case study, the primary aim was to study the Electrical and Computer Engineering (ECE) faculty who taught the first and second-year ECE courses at Virginia Tech. Answers were sought through the overarching research question how do engineering instructors' knowledge and beliefs about engineering teaching influence their enacted practice in teaching introductory electric circuits? using a synthesized framework of pedagogical content knowledge (PCK), instructor beliefs and Watkins and Marsick's Continuous Learning Model (WMCLM). The significant findings from the analysis of interviews, class recordings, and Canvas course materials suggested that the ECE instructors' formed PCK and held beliefs can have an affirmative influence on enacted practice, meaning, their knowledge and beliefs about engineering teaching reinforced their enacted practice. This influence was apparent in their various student-centric approaches to contextualizing the ECE concepts using their combined experiences. In contrast, constructive influence captured the potential causes of "disconnect" between their formed "knowledge and beliefs" and their enacted practice. This influence was rooted in how the abstract fundamental ECE concepts, in most cases, required contexts outside of the instructors' core experiences. The attempt to use multiple strategies to attain the course goals had created oversight tendencies on their implementation magnified by the online and hybrid modality, especially with the team-teaching design of the base ECE courses. Such relevant issues needed time-constraining solutions from the course instructor to the administrative level. This work can further advance the instructional methods in EE education after understanding the influences of instructors' beliefs and knowledge on their enacted practices to teach foundational concepts in ECE. More broadly, this work will have implications for educators, curriculum designers, and researchers who seek to improve engineering instruction and address the current issues in teaching engineering. The outcomes provide research opportunities to interrogate how we can use instructional practices to design methodologies that can elucidate and solve issues on instructors' enacted practices constructively. More importantly, the results of this study can be utilized to design professional development programs for engineering teaching faculty by having a framework to continuously examine instructors' beliefs and knowledge to support their teaching practice. / Doctor of Philosophy / In the past years, research has been done in uncovering why there have been issues in teaching practices. While instructors are assumed experts of the content they are teaching, research suggests they must develop an awareness of their ability to teach to improve their enacted practice. However, there is a need for further research in electrical engineering (EE) education in this aspect because of the challenges associated with the abstract nature of its fundamental content for which engineering students' learning can be heavily impacted by engineering instructors teaching practices. In this case study, the primary aim was to study the Electrical and Computer Engineering (ECE) faculty who taught the first and second-year ECE courses at Virginia Tech. Answers were sought through the overarching research question how do engineering instructors' knowledge and beliefs about engineering teaching influence their enacted practice in teaching introductory electric circuits? using a synthesized model of instructor knowledge, beliefs, and practices. The significant findings from the analysis of interviews, class recordings, and Canvas course materials suggested that the ECE instructors' knowledge and beliefs can have an affirmative influence on enacted practice, meaning, their knowledge and beliefs about engineering teaching reinforced their enacted practice. This influence was seen in their various use of real-world examples around the ECE concepts using their own experiences to provide context. In contrast, constructive influence captured how the abstract fundamental ECE concepts, in most cases, required contexts outside of the instructors' core experiences. The attempt to use many different strategies to achieve the course goals had created issues on their implementation. This has been magnified by the online and hybrid modality, especially with the team-teaching setup for which the resolution relies on administrative-level decisions. This work can further advance the instructional methods in EE education after understanding the influences of instructors' beliefs and knowledge on their enacted practices to teach foundational concepts in ECE.