This qualitative and descriptive study examines the evolution of secondary preservice teachers' views on teaching and learning mathematics and science in historical and cultural contexts. Data were collected throughout participants' enrollment in a semester-long course entitled, Perspectives on Science and Mathematics, which is taken in conjunction with student teaching. Data sources included university classroom observations and field notes as well as preservice teachers' verbal and written responses to class discussions, reading assignments, and course activities. Common themes and categories of response were derived from the triangulation of data to include prospective teachers' critical reflections on teaching and learning. The paper ends with a discussion of findings and concluding remarks. [For the complete proceedings, see ED583608.]