Science educators generally accept that the nature of science (NOS) should have a prominent place in school science curricula. This study highlights the special opportunity offered by the history of science (HOS) as a context for teaching NOS, by revealing HOS instructors' perspectives. We collected data from 15 instructors at 11 institutions who teach a HOS class as part of a national science and math teacher preparation program. This resulted in multiple case studies and interesting cross-case conclusions. The results show several aspects of NOS that these instructors focused on in addition to HOS goals, accompanied by a variety of different approaches to including NOS. Few of the instructors believed that NOS should be the primary focus of a HOS class or that it should be taught explicitly; most instructors reported a belief that preservice teachers will learn about NOS as a natural outcome of a HOS class.