This study investigated preservice science teachers’ successes and struggles in moving back and forth across the cultural border between science student and inquiry-oriented science teacher. The participants were eight preservice science teacher participants were enrolled in a small, post-baccalaureate teacher education program in Southern California. The authors conducted two types of qualitative analyses. One, they grouped their preservice teacher participants into one of four types of potential science teachers. Two, they identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. They found that preservice teachers were willing and interested in teaching science as inquiry.