The purpose of this study is to describe the characteristics of preservice elementary science teachers' subject matter knowledge and confidence level over the course of a semester. By confidence level, we mean confidence in their subject matter understandings. We also describe the characteristics of the goals these teachers set for their students. By goals, we mean both academic, including concept mastery and the development of science process and general thinking skills, and social, including the development of successful interpersonal relationships, facilitation of intrapersonal adjustment, adaptation to classroom rules and procedures, and improvement of communication skills. Three important themes emerged from this research. First, these preservice teachers' subject matter understandings improved yet misunderstandings remained at the end of the semester. Second, confidence in subject matter knowledge increased. Third, the majority of goals incorporated into science units were academic as opposed to social. The paper concludes with a discussion of implications for science teacher education.