This article examines issues that were critical for eight preservice teachers learning to teach mathematics and social studies in the context of reform-minded methods classes. The issues include: (1) the impact of their prior knowledge and experience in the development of content-specific pedagogical knowledge; (2) their conceptions of mathematics and social studies and of how students learn these subjects; (3) the impact of these conceptions on their plans for teaching; and (4) the ways in which issues of control undercut the decisions these preservice teachers made. Analysis of interview data revealed that the participants' descriptions of their own experiences in learning mathematics were focused on difficulties and successes, whereas in social studies these descriptions focused on affect, ranging from being bored to being greatly interested. Their conceptions of how the general population learns mathematics centered on natural ability and different types of learners, whereas in social studies these ideas were not applicable. Participants saw mathematics as identifiable and definable and social studies as more obscure. For the participants, the dominant issue in mathematics was "how do I get kids to learn mathematics"; in social studies the dominant issue was "what do I teach kids?". One preservice teacher's case is explored in depth. (Contains one table with highlights of participants' salient characteristics and background information and 19 references.) (ND)