The primary objective of this research was to establish a link between preservice, secondary chemistry teachers' knowledge base and beliefs about teaching. The case study followed two preservice chemistry teachers through their methods course, practicum experience, and student teaching internship. Pedagogical content knowledge vignettes, following a microgenetic model, and other data sources were used to monitor participants' conceptual change over time. Participants had well-intentioned beliefs about teaching and chemistry. The interaction of epistemologies and beliefs was determined to be synergistic, such that they remained separate epistemological ideas. The beliefs about content were not changed whereas those for teaching did change; one focused on epistemic understanding and the other on subjective realization.