This study provides a baseline of experiences and understandings that undergraduate elementary preservice teachers have with media and popular culture. Through a qualitative investigation, future teachers reveal their childhood and current media habits. What also emerges is a glimpse of their future pedagogical skills related to the media as a subject matter. Additionally, these preservice teachers express fear over the power of the media, with particular indignation when it comes to children as viewers. Implications for policy in teacher education related to media literacy education are discussed. (Contains 3 footnotes.)