The Relationships between Belief Change and its Influential Factors for Student Teachers in Junior High Schools Yuan-yu Chu Abstract The main purpose of this study was to investigate the relationships between belief change and its influential factors for student teachers in junior high schools. The participants included 163 student teachers and 163 corresponding mentors in public junior high schools of South Taiwan. The employed instruments were Teacher Belief Appraisal, Professional Growth Scale for Junior High School Teachers, Intrapersonal Intelligence Appraisal, and The Questionnaire of Perceiving Teaching Environment. The employed analysis methods were descriptive statistics, Hotelling¡¦s T2, multivariate analysis of variance, repeat measure analysis, discriminant analysis, multivariate analysis of covariance, and multiple stepwise regression. The findings of this study revealed that (a) the student teachers¡¦ beliefs were toward open orientation on the whole, but their degree of openness varied in the four aspects of teacher beliefs; (b) gender did not have significant effects on the student teachers¡¦ beliefs at the beginning of their practice teaching; (c) teacher preparation systems, teaching areas, size of schools had significant effects on the student teachers¡¦ beliefs at the beginning of their practice teaching; (d) overall speaking, the student teachers¡¦ beliefs were quite stable through their practice teaching period; (e) the mentors¡¦ beliefs had positive effects on their student teachers¡¦ belief change; (f) the student teachers¡¦ professional growth motivation and teaching environment had positive effects on their beliefs at the beginning of practice teaching; (g) the student teachers¡¦ professional growth motivation and their mentors¡¦ beliefs had positive effects on their beliefs at the end of practice teaching. Finally, some suggestions were proposed for teacher preparation institutions, schools of practice teaching, student teachers, and future studies.