Preservice teachers (PSTs) enter teacher education programs with years of experience as students in the classroom (Lortie, Schoolteacher: A sociological study, University of Chicago, Chicago, 1975). Teacher educators aim to understand PSTs' unique experiences and support their learning of pedagogy within and across various contexts, including content methods coursework and clinical experiences. Research indicates that coherence between these contexts is crucial (Cochran-Smith & Zeichner, Studying teacher education: The report of the AERA panel on research and teacher education, Routledge, 2009). Our study examined how PSTs conceptualized pedagogical approaches using animation and whether the approach enacted changed across content methods coursework and clinical experiences. The results reveal a discrepancy in teaching approaches, highlighting the influence of clinical experience on PST learning and underscoring the pivotal role of teaching beliefs in shaping views on teaching mathematics and science.