It is widely recognized that teachers’ beliefs are directly linked to practices known to shape the early childhood education classroom environment, as well as individual student’s engagement and learning. In the field of early childhood education, there is considerable debate regarding which approaches to teaching young children are most effective in promoting positive outcomes. While a small number of studies have reported differences among the beliefs of early childhood teachers from diverse cultural backgrounds, little attention has been paid to Taiwanese teachers’ beliefs about developmentally appropriate practice and classroom discipline. The cultural communities (Rogoff, 2003) framework was used to highlight the dynamic nature of culture and how cultural practices change across generations and vary within communities. This exploratory study examined the beliefs about developmentally appropriate practice and classroom discipline of Taiwanese early childhood teachers. The study also examined the relationship between demographic variables such as teacher age, educational level, years of in position and current job title teachers’ beliefs about developmentally appropriate practice and classroom discipline.