This study was conducted to determine the extent to which writing to learn and reflective teaching within an interdisciplinary elementary methods course gave undergraduates the opportunity to change their perspective from student to teacher. Participants were 31 preservice elementary education majors enrolled in a one semester interdisciplinary methods course involving science, reading, and language arts. A number of whole class experiences were devised both on and off campus to provide a cognitive apprenticeship through a variety of opportunities to observe classes, experience life as a teacher, and to be exposed to children. Data were collected through students' writing, videotapes of science classes, researcher's field notes of class proceedings, and small group discussions. Findings suggest that: (1) the structure of the course as an interdisciplinary workshop that asked students to consider themselves as scientists, readers, and writers forced all students to confront their self-concepts in each discipline; (2) the emphasis on written reflection allowed students to discover just what troubled them about teaching science, reading, and language arts; and (3) the course structure and activities forced students to see themselves evolving from students to thinking, rational, intuitive, and decision-making teachers. (LL)