This preliminary case study examined the knowledge and beliefs one seventh grade science teacher to determine: (1) how the teacher's knowledge and beliefs about teaching and learning informed her thinking and actions; (2) what her conception of teaching was; and (3) what were the constraints of the instructional setting. Data was collected from three sources: classroom observations conducted for 10 consecutive days, three interviews, and a collection of student assignments. Analysis of the data provided a teacher profile that included a description of: the teacher's role; students' roles; the teacher's subject and pedagogical content knowledge; constraints to implementing teaching consistent with beliefs; the teacher's stage in Kaufman's teacher development framework; and the teacher's view of the nature of science. Further questions to supplement the study are raised, and limitations and strengths of the present study are discussed. Contains 23 references. (MDH)