A study examined an initial effort to restructure the content, format, and instruction of a preservice literacy methods course and the effect it had on 13 preservice teachers relative to their movement toward reflective inquiry and practice in literacy teaching. Data were collected from the preservice teachers using questionnaires, journals, informal conversations, reflective essays, field notes, and conferences and were analyzed using a constant comparative method. Results indicated considerable variation among the preservice teachers relative to cognitive, social, and emotional shifts, and showed that only a few preservice teachers made extensive movement toward reflective inquiry and practice. Findings suggest that breaking free from tradition at the teacher education level is a trial-and-error process. (One table describing the cognitive, social, and emotional shifts of the preservice teachers is included; 26 references are attached.) (RS)