The goal of this study was to understand how preservice biology teachers progress in an open-inquiry research program on the ecological physiology of a tree frog. The project involved students (N=10) in a spring semester and summer workshop. Multiple data sources were established including classroom discussion, group meetings, weekly reflection essays, interview transcripts with students and the instructor, and instructor-produced artifacts. Six intensive cases are used to illustrate understanding of students' views of scientific research over time. Results indicate that most participants think of scientific research as a routine, cut-and-dried process, and they associate the nature of scientific knowledge with the process of deriving it. The participants concluded that the process is as objective and unambiguous as scientific results. Findings also suggest that experimental failure or blind alleys provide invaluable practice in essential laboratory skills and techniques. Contains 32 references. (DDR)