The purpose of this research was to explore the usefulness of metaphor generation and analysis as a tool for reflection by prospective elementary teachers of science. An interpretive case study was conducted to investigate the changing beliefs of four prospective teachers about science learning and teaching. The main assertion that emerged from the analysis was "reflection through metaphor helped prospective teachers identify and actualize some of their beliefs about learning and teaching science, but the extent depended on their personal histories as science learners and their cooperating teachers." In light of this, it seems that if prospective teachers need to make their implicit beliefs explicit before they can consider learning theories and teaching strategies as presented within their teacher education programs, then they need to be encouraged to do so within reflection. To help prospective teachers make their implicit beliefs about teaching and learning explicit so those beliefs can grow and develop into consistent actions throughout their personal and professional careers, metaphor may be a useful tool for the kind of reflection that connects learning and teaching. Underlying this whole process of learning to teach science is the learning-to-teach environment as influenced by the cooperating teacher. Prospective teachers apparently need safe and supportive learning-to-teach environments where they can become confident to learn to teach science under the mentorship of cooperating teachers who understand contemporary perspectives on children's science learning as well as how prospective teachers learn to teach. (Author)