The integration of mathematics and science is a recommended pedagogical strategy made by major reform-based documents. The goal is to enhance learner understandings by recognizing the relationships between the two disciplines. Documented attempts to systematically enact this initiative in teacher preparation remain uncommon. As a result, an elementary science methods course instructor in collaboration with two mathematics education researchers conducted a practitioner-research study that examined his efforts to connect mathematics and science. The perceptions of two groups of interns (those in a specialized program that aimed to make connections between mathematics and science and those who were not in the program but who were concentrating in mathematics or science) were contrasted in regards to the following four elements: (1) an appropriate science learning environment for elementary students, (2) the extent to which their science methods instructor modeled good teaching of science, (3) the extent to which they observed their science methods instructor making connections to mathematics in his teaching, and (4) the rationale for and intent to make connections between science and mathematics in elementary teaching. We found that there were discernible differences between the two groups in their perceptions about the issues under study. An implication for practice is that caution should be exercised when attempting an integrated approach to a science methods course, since interns may perceive the discipline of mathematics in a limited manner.