This case study describes a preservice program for prospective high school science teachers at Monash University in Victoria, Australia. The program views student teaching as only the first stage of career-long professional development, promotes the notion of the reflective practitioner, maximizes student teachers' contacts with school pupils and teachers, and defines pedagogy with a focus on constructivist research. The preservice program has evolved in response to research and continues to evolve; a considerable proportion of the research had been conducted as part of this program. The research-derived principles underlying the preservice program are considered. Salient issues in the research-practice interplay are discussed, including the requirements of professional registration to teach in Victoria, the problem of some faculty members wanting to abandon preservice teacher education, low academic status of preservice teacher education, and isolation of preservice from ongoing professional development. (JDD)