As the adoption rate of the Next Generation Science Standards (NGSS) continues to rise in the United States, there is an increasing need for the development of high-quality instructional materials that reflect NGSS and effectively prepare teachers for its implementation. The NGSS aim to foster an understanding of three interconnected dimensions in students: science and engineering practices (SEP), crosscutting concepts (CCC), and disciplinary core ideas (DCI), along with an understanding of the nature of science (NOS). These standards envision students continuously revising their knowledge through the investigation of real-world phenomena using these dimensions. The State of Texas recently adopted and modified NGSS, with the implementation of phenomenon-based learning (PhBL) set to start in the fall of 2025. This is a crucial time for teachers to learn about PhBL, but literature shows that implementing it remains a challenge due to a lack of quality instructional materials and adequately prepared teachers. This study focuses on a case of five elementary Latinx preservice teachers (LPTs), describing the design and implementation of a 27-hour face-to-face PhBL workshop and examining its effect on their understanding of NGSS and NOS, as well as their ability to design PhBL instruction. Applying a qualitative case study approach, I used hybrid thematic analysis, combining both deductive and inductive coding methods, to analyze all collected data, including transcripts of pre- and post-workshop semi-structured interviews, video recordings, lesson plans and worksheets. Various rubrics, including the adapted "Criteria for Evaluating the PhBL Concluding Tables," were used to assess the LPTs' knowledge of the dimensions and NOS, as well as their ability to design PhBL instruction. The results indicated a better understanding of the Next Generation Science Standards (NGSS), enhanced learning in the nature of science (NOS), development of skills in hypothesizing, improved science learning, and an increased ability to design phenomenon-based lesson plans among the LPTs. Additionally, a particular pattern regarding learning science as a Latina was observed. Overall, despite the small sample size, the study suggests that PhBL workshops show promise for increasing knowledge, understanding, and buy-in regarding the approach among current preservice teachers who will shape future implementation. However, the limited PhBL skills acquired indicate a need for more comprehensive practice and training for preservice teachers to attain proficiency. Additional qualitative and quantitative studies with larger, more diverse preservice teacher samples are warranted to further examine the preparation requirements and outcomes for effectively equipping the next generation of science teachers with the knowledge, skills, and materials to fulfill the vision of science education set out by NGSS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]