This study has resulted in an elementary science methods course that facilitates the identification and description of the changes in students' conceptions and understanding of inquiry teaching, and the cultural influences, reflections, and situational factors influencing these changes. Written responses to open-ended questions, reflective journals, teaching plans, and videotapes of lessons were used as data sources. Results of the written responses and the lesson plans indicated that an elementary science methods course with social-constructivist and reflective assessment strategies appears to enhance methods students' conceptual changes regarding inquiry teaching. The significance of this study lies in the provision of insights into three apparent explanations: impacts of cultural myths, conditions for critical reflection, and unit design as performance of understanding. By identifying the elementary methods students' reflections and situations, the elementary science methods course provides knowledge for teacher educators about how such students expressed their conceptions and understanding of inquiry teaching and, therefore, potentially provides indications about appropriate teaching strategies for science methods courses.