In response to national reform movements, an introductory biology content science course specifically designed for elementary education majors has been developed and implemented for 3 years in a collaborative manner between the School of Biological Sciences and the Teachers College. Preliminary and ongoing quantitative survey analysis of teacher attitudes towards science showed statistical significance in all sections taught and analyzed over the past 3 years. This is an in-depth qualitative multiple-case study using cross-case analysis to explore the reasons for the attitude and confidence shift, and to generate a substantive theory based upon the findings. Evidence collected and analyzed came from journal entries, pre- and post-interviews, videotape, informal conversations, classroom assignments, and teaching assignments. Data clearly showed similar themes in each case. Cross-case analyses showed a personal progression in learning content biology with a concurrent philosophical development. This cross-case comparison led to a substantive theory of how preservice teachers experience learning in this alternative-content science course. The substantive theory clearly labeled hurdles which each of the participants experienced and overcame with participation in the course. Contains 63 references. (Author/PVD)