Teachers' beliefs about ICT play a key role in the integration of ICT in teaching and learning. As findings on the impact of distance learning during the pandemic on teachers' ICT beliefs are inconclusive, a follow-up study to a qualitative study from 2017/18 was conducted in spring 2022. It reveals changes and continuities in preservice teachers’ beliefs about the relevance of ICT for subject teaching, its imagined impact on teaching and the changing role and professional identities of teachers. No major changes in ICT beliefs could be identified. Therefore, we suggest that ICT practices during the pandemic did not change ICT beliefs, but rather that these ICT practices were mainly shaped by pre-existing ICT beliefs. Implications for teacher education and CPD are discussed.