This study examined how nine preservice teachers' understandings about teaching social studies changed during one of three secondary social studies methods courses. Considering the significant role of methods courses in social studies teacher education, methods courses provide spaces to investigate preservice teachers' understandings about teaching social studies, in particular, their understandings about purposes of subject matter, curriculum, pedagogy, and assessment, as well as the influence of change agents situated within methods courses. This study considered change by examining preservice teachers' understandings during three incremental stages of a methods course. This qualitative, instrumental, multi-site case study was conducted in three secondary social studies methods courses in three separate teacher education programs. Data collection strategies included classroom observations, questionnaires, semi-structured interviews, and course artifacts, including course curriculum and assignments. The experiences and understandings of nine preservice teachers enrolled in these methods courses are examined here. A key finding of this study is how the three secondary social studies methods courses, while similarly addressing curriculum development, pursued disparate goals, focusing either on conceptual purposes or practical strategies for teaching social studies. Cross-case analysis also revealed how preservice teachers' understandings about teaching social studies might change during secondary social studies methods courses, particularly concerning their understandings about history subject matter as a space for critical analysis and interpretation, the role of primary documents in the teaching of social studies, connections between social studies education and citizenship education, curriculum as characterized by themes and objectives, student-centered pedagogy that encourages social interaction, and developing instruction for diverse learners. To conclude, this study pointed to the impact of three secondary social studies methods courses on preservice teachers' understandings about teaching social studies, particularly attending to how preservice teachers' understandings might change through synthesizing ideas about teaching social studies from multiple experiences. This study contributes to the literature on social studies teacher education with its cross-case examination of preservice teachers' experiences and learning in three secondary social studies methods courses situated in three distinct teacher education programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]