Despite the importance of teachers' conception of effective problem-solving instruction, limited attention is given to this area in the current literature. In this study we examined 96 preservice teachers' (PSTs) views on effective problem-solving instruction and how their conceptions are related and reflected in their views on problem solving and problem solving performance. Analyses of survey responses revealed that our PSTs seem to develop narrow views on effective problem-solving instruction. In addition, we found a positive association between PSTs' conceptions of effective problem-solving instruction and problem solving. However, no such connection exists between PSTs' views problem-solving instruction and their performance. [For the complete proceedings, see ED583608.]