This study examined relationships between conceptual understanding, self-efficacy, and outcome expectancy beliefs as preservice teachers learned science in a constructivist-oriented methods class. Participants included 49 preservice elementary teachers. Analysis revealed that participants increased in self-efficacy, outcome expectancy, and conceptual understanding. Engaging preservice teachers in hands-on, minds-on activities and discussion were important contributors. Participants reported that they would be inclined to teach from a constructivist perspective in the future. One implication from this study is that increasing the quantity of science content courses that preservice elementary teachers are required to take may not be sufficient to overcome their reluctance to teach science if some of their learning does not take place in a constructivist environment. In our teaching, we have tried to integrate pedagogy with learning science content.