Elementary teachers' attitudes towards science and their confidence to teach it have for some time been identified as important in determining both the quality and quantity of science taught to children. Attitudes and confidence are influenced greatly by the teachers' own experiences as learners of science. This paper reports on a longitudinal case study of an elementary teacher during her transition from preservice to inservice teaching. The study identifies experiences that were helpful in overcoming initial lack of confidence in studying science and experiences that were perceived by her to be helpful in preparation for teaching science in the elementary school. Ways in which this beginning teacher perceived and dealt with constraints to science teaching in the elementary school and how she changed and adapted the knowledge and skills developed at university to practical situations are identified. (Contains 26 references.) (Author/NB)