This research investigated three elementary preservice teachers' perceptions of elementary science teachers. Three questions guided this investigation. What images did elementary Masters of Arts in Teaching (M.A.T.) interns have of science teaching at the beginning and end of science methods courses? What changes, if any, did they make in their perceptions? To what sources did they attribute their images of science teaching? Even though the number of research participants is decidedly limited, their responses shed more insight on the investment that science educators should make to influence preservice teachers' perceptions. In doing so, this study provides an interpretative approach that Anderson and Mitchener (1994) say is needed to improve science education. The three students were asked to draw a picture of a science teacher at work several times over the course of the study. The findings included that the three interns had images of science teachers that were consistent with the vision of the National Science Education Standards. Specifically, the teachers in the drawings were standing beside the students (with one exception) offering guidance. The students in the pictures were actively engaged in the activities, conducting investigations, and collecting data. The female interns drew female teachers while the male drew male teachers. No one drew a teacher who was an underrepresented minority. (Contains 21 references.) (MVL)