Utilizing inquiry-based science teaching and learning (IBST/L) does not necessarily ensure learning of nature of science (NOS). Teachers who are trained to utilize IBST/L should also be concerned about their students' understanding of NOS, because without explicit NOS teaching, students fail to grasp important characteristics of science even after a successful inquiry-based science learning experience. In this chapter, an innovative approach using science-related media reports is suggested as a tool for promoting pre-service teachers' (PSTs) ideas about NOS. The promise of this approach is that using media reports as an instructional tool helps PSTs, and in turn helps their students, to become better informed and more discerning consumers of scientific information. This chapter contains resources and strategies to assist science teachers and teacher educators on the use of media reports of science in their classroom practices to enhance their students' conceptions of NOS. The chapter also provides details of the formative assessment procedures used in this study as well as materials concerning science concepts and formative assessment as a support mechanism for learning. [For the complete volume, "Professional Development for Inquiry-Based Science Teaching and Learning. Contributions from Science Education Research. Volume 5," see ED613991.]