This study explored how preservice teachers grew in their understanding of inquiry science through conducting an in-depth individual inquiry investigation in their science methods course. Elementary preservice teachers' understanding about inquiry investigations, their attitudes towards the assignment, and their views towards using individual inquiry investigations in their own classrooms were studied through written reflections, science notebook writings, and researcher field notes. After conducting an out-of-class inquiry investigation based on their own questions and design, the preservice teachers demonstrated a variety of strengths in their understandings of inquiry-based teaching, their attitudes towards doing science, and their projected use of inquiry in their own classrooms. Weak areas included forming researchable questions and superficial experimental design.