ABSTRACT In order for Standards-based foreign language (FL) instructional methods to be successfully implemented, teachers need to be confident in using them in their classrooms and capable of explaining Standards-based instruction to parents and community. The Nebraska Foreign Language Standards/Frameworks Project involved a substantial proportion of Nebraska's FL teachers in an intensive process of Standards development and dissemination, with more than half participating in one or more Frameworks activities. The study examined these FL teachers' beliefs about foreign language teaching and learning as they related to the processes of Standards development. Results indicated that increases in teaching efficacy, professional advocacy, and Standards-based conceptions of FL teaching were associated with Frameworks participation. Instruments developed for the assessment of efficacy beliefs and conceptions of teaching also are presented.