The paper examines conceptual change in teacher education at Monash University (Australia) discussing approaches to promotion of conceptual change and conceptions of metacognition. At Monash University the student teacher is considered a learner who actively constructs views of teaching and learning based on personal experiences and who is shaped by previously constructed conceptions, perceptions, attributes, and skills. The discussion focuses on preservice teacher education, taking information from a 1-year, postdegree program for prospective secondary teachers. Examples are taken from a 10-month inservice program. The preservice program includes two foundation subjects, two methods subjects, and various technical service courses. Teaching practice is in three blocks with another week of visits to practice schools. An explicit constructivist perspective runs through the experiences. The three areas in which conceptual change is significant for student teachers are: beliefs about teaching and learning and roles appropriate for teachers and learners; beliefs about the discipline content and skills students will teach; and student teachers' beliefs about themselves. Examples of approaches in the first two of the three areas are provided and the consequences of the approaches are discussed. Seven principles fundamental to the promotion of conceptual change are contrasted with seven general issues which provide direction for actual preservice classroom practice. (SM)