This paper analyzes the views about teaching mathematics held by eight preservice elementary teachers enrolled in a mathematics course that emphasized small group discussion and an exploratory approach to mathematics. Analysis of the students' diaries, interviews, and group discussions reveal a body of traditional views about teaching mathematics in clear contrast with the message of the course. Although students showed progress as reflective learners of mathematics, the effect of the experience as teachers is unclear. The paper addresses the need to work towards teacher education models that combine these experiences in mathematics with a successful transition into the school world. (Author)