Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK than novice teachers without this coursework. Beginning with this assertion, this review presents studies on preservice teacher education, specifically in science, mathematics, and technology that had at their core the question: "How do prospective teachers acquire pedagogical content knowledge through their coursework?"