In this study, preservice elementary teachers were networked via the Internet, using electronic mail, newsgroups, listservs, World Wide Web access, and electronic mentoring during their science methods class and student practicum. Electronic networking was introduced as a means to provide a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. The study employed a quasi-experimental pretest-posttest control group design. Findings indicate that prospective teachers benefit from interactions with peers, science mentors, and science methods instructors during student teaching. (Contains 59 references.) (DDR)