To inform teacher education programs, it is imperative to uncover preservice teachers' (PSTs) implicit and tacit beliefs about teaching and learning science. The study of teachers' beliefs requires a range of methodological approaches to unearth their tacit beliefs. In that regard, this study used metaphor construction in conjunction with drawing tasks to examine PSTs' beliefs about teaching and learning science. A total of 129 preservice elementary teachers were asked to construct metaphors and drawings characterizing science teaching and learning. The findings indicated that even though PSTs had predominantly teacher-centered beliefs, they adopted several aspects of student-centered teaching perspectives. Furthermore, the PSTs appeared to be unaware of or to have underestimated the importance of learners' existing knowledge in learning science.