Teacher preparation programs often rely on college science courses to help preservice elementary teachers learn science subject matter. However, the impact of these courses has not been sufficiently explored. In this study we explore the relationships between new elementary teachers' science subject matter knowledge and their college science coursework--including the number of courses completed and their grades in these courses. Findings indicate that both the number of courses and their grades in those courses were related to participants' scores on a test of their knowledge about evolution. However, neither the number of college science courses completed nor their grades were related to participants' scores on a test of their knowledge about matter. Findings corroborate and extend existing research, indicate the importance of accounting for grades in college science courses, and evince the importance of both improving science coursework in college for preservice teachers and supporting ongoing learning once teachers reach the classroom.