This study investigated preservice elementary teacher reasoning ability levels, science anxiety levels, and content achievement in a large midwestern university. Pretest and posttest measures were taken on three dependent variables: (1) reasoning ability (cognitive development); (2) science anxiety; and (3) science content achievement. In addition, relationships between reasoning ability, science anxiety, content achievement, microteaching experiences, and final grades were explored. A sample of 74 students enrolled in a science methods course for preservice elementary teachers participated in this study. There were significant differences, pretest-posttest, following 14 weeks of instruction in reasoning ability levels, science anxiety levels, and content achievement. The results of this study lend support to the notion that inquiry-oriented, hands-on, process-approach science activities which encourage social interaction may enhance formal reasoning skills. Furthermore, the evidence suggests science anxiety may be lessened and content achievement increased during these kinds of activities. These findings may be of particular interest to science educators since primary educational goals leading to more effective elementary science teaching include an increase in student reasoning ability and a decrease in science anxiety. (Author/CW)