A major goal of any teacher education program is to prepare prospective teachers to know what to do in a classroom of children and how to do it effectively. The purpose of this research study was to examine the level of first-year teachers' science content knowledge, pedagogical knowledge, and pedagogical content knowledge in order to evaluate the effectiveness of a teacher preparation program for elementary education majors with science as their area of concentration, developed as part of the Quality University Elementary Science Teaching (QUEST) Project at Indiana University. Four elementary education graduates in their first year of teaching constituted the sample for this investigation. Data collection methods included observations, interviews, self-evaluations, surveys, and document analysis. Results indicate that all the novice teachers interpreted the interdisciplinary nature of science as the integration of science with other subject areas rather than across the science disciplines. Each of the teachers supported the notion of science as inquiry during interviews and surveys, however, only one showed any true evidence of its practice in the classroom. Other findings include: none of the teachers utilized innovative teaching strategies and the teachers' overall content knowledge appears to increase with more science content courses completed. Contains 25 references. (JRH)