This study examined changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge could not be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest there may be important connections between the 2 for preservice teachers that would be fruitful areas for future research.