This study investigates the observations that teacher candidates majoring in elementary education exhibit a world view very different from teacher candidates majoring in a science discipline while obtaining teacher certification in elementary education. Teacher candidates from two different elementary teacher preparation programs were asked to describe their experiences in two different discipline courses, one in which they do very well and one in which they generally do less well. Analysis of the papers revealed the presence of two distinct world views among the teacher candidates with regard to education and the learning of different discipline courses. Many of the attitudes inherent in these world views appear to have their roots in early experiences in and out of school. Implications for elementary science teaching and teacher education are discussed. (Author)