This study examined what 16 female family and consumer sciences (FCS) preservice teachers learned given 1 instructional environment. Participants were enrolled in three FCS teaching methods and curriculum courses. A 2-hour lesson on classroom management using small group theory was selected. On the first day of class, participants completed questionnaires that examined their background knowledge. They constructed unprompted and prompted concept maps of their understanding of the lesson topic. Two weeks later, the instructor taught the lesson. Researchers made videotapes and field notes about the instructional environment. At the end of the lesson, candidates again constructed unprompted and prompted concept maps. Maps were scored and analyzed. Candidates completed questionnaires about concepts they had learned and instructional features that helped them learn. They compared their maps and wrote about how their knowledge changed following the instruction. Four candidates completed stimulated recall sessions. Candidates completed a brief assessment 6 weeks later to measure their learning. Candidates' knowledge construction was greatly influenced by stories or cases about which they had much prior knowledge. Experiential learning and multiple opportunities for elaboration on the social plane were important influences on learning. The instructional approach allowed the instructor to access and address students' concerns or goals. (Contains 17 references.) (SM)