The study explores the personal epistemologies and teaching goals of preservice science teachers. The teachers answered a series of essay questions, at the beginning of a science methods instruction course. The essays were then compared with lesson plans, video sessions and reflections to identify connections between the teachers' beliefs and practice of teaching. Data suggest a connection between teaching goals to personal epistemologies. Emerging teaching practices demonstrated sghifts in personal epistemologies and potential for further development in teaching practices.