Research states that elementary educators do not possess the adequate pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Lewis, 2017) The purpose of this mixed method study that took place at a public land-grant university in a large metropolitan city in the southern area of the United States was to gather the perceptions of both pre-service (PST) and in-service educators on the pedagogical science content knowledge they received from the university. This study aimed to discover which aspects of the elementary educator preparation program, if any, needs to be modified to cultivate adequate pedagogical content knowledge needed to teach science effectively. The participants of this study answered survey questions that provided both quantitative and qualitative data. The results of the study suggest that less than 70% of participants felt prepared to teach science in the elementary classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]