This paper describes a model for utilizing national science reform initiatives in an elementary science methods course. By focusing particularly on Project 2061 benchmarks, the reform movement initiated by the American Association for the Advancement of Science (AAAS), teacher candidates were able to successfully analyze, integrate, and utilize both "content" and "pedagogy" in the design of lessons and the curriculum. This background provided the teacher candidates with the skills and knowledge to incorporate the benchmarks in the development and implementation of teaching 4th grade science. Teacher candidates were also invited to lead and facilitate an in-service program showing elementary teachers how to incorporate the benchmarks in their science classes. The teacher candidates' reflections revealed support for the use of this model in demonstrating the importance of the benchmarks in promoting scientific literacy for both students and teachers. Contains 33 references. (Author)