Limited research examines the critical intersection between science and special education (SPED), particularly on the nature of science (NOS) in science methods courses. This study addresses this gap by investigating 10 preservice SPED teachers' NOS understanding, NOS implications for SPED, and the integration of NOS into their lesson plans in a science methods course. Quantitative and qualitative pre/post-course Students' Understanding of Science and Scientific Inquiry (SUSSI) response and course artifact analysis indicated that participants' NOS conceptions improved to be largely consistent with contemporary science education reforms; post-course, especially related to the NOS aspect of observations and inferences, and imagination and creativity in scientific investigations. Participants' strong growth in certain NOS aspects was reflected in their identification of implications of NOS in SPED, providing initial evidence that participants valued disabilities as a form of diversity instead of as a deficit or a barrier to learning science. This offers additional evidence of the potential of NOS to make science accessible for all. Quantitative rating of lesson plans showed substantive integration of inquiry, but NOS ideas were generally implicit, yet accurate in the lesson plans. Nevertheless, these findings represent some progress yet substantial additional growth opportunities. Additional research on supporting SPED preservice teachers' science instruction is needed to realize the potential of NOS to promote equity and social justice in science teaching and learning.