This research presents a multiple case study investigating the personal frameworks of pre-service science teachers as they experience a science in society course. Through examining the metaphors employed by the participants' student experiences were illuminated. These experiences revealed shifts in frameworks over time that were more consistent with the nature of science in many ways. In addition, resilient metaphors also emerged based on ideas students had regarding science and religion. The shifts in metaphors reveal the benefits of the science in society course for shaping views about the nature of science, while the resilient metaphors highlight the need for more focus beyond the one science in society course, so that the pre-service science teachers continue to grow professionally. (Contains 10 tables and 2 figures.)