As part of attempts to find out why few high school science students take Physics 12, this case study sought University of British Columbia (UBC) science teacher educators' perspectives on the topic. A survey method employing questionnaires and interviews as part of the study was used to elicit science teacher candidates' perspectives. Forty-five teacher candidates participated. From those who participated in the questionnaire part of the study, 19 were interviewed as a way of clarifying their questionnaire responses. Several points emerged from the study in the form of inferences, which are considered significant to the inquiry question and the preparation of preservice physics teachers as well as the teaching of physics in general. Results indicate that mathematics is a very important tool in physics and imply some points to physics teaching. (KHR)