This case study addressed the meanings two preservice teachers ascribed to four expert strategies used in reciprocal teaching (questioning, summarizing, clarifying, and predicting) and four learning principles upon which reciprocal teaching is built (cognitive apprenticeship, scaffolding, zone of proximal development, and proleptic teaching). Results highlight conceptual growth and misinterpretations of the procedures and learning principles as the student teachers developed their understanding across training sessions. (SM)