The California Teach Program at the University of California, San Diego, recruits and prepares undergraduates interested in teaching science and mathematics. One of the products of the program is a set of courses taught by faculty in science disciplines that integrate subject matter with theories of learning and instruction, with the goal of providing a bridge between the students' science coursework and the teacher credential program. These science content-intensive courses, as well as the preliminary results on the effects of these courses on participating students, are described here. There are strong indications from surveys and analysis of student work that the courses are positively influencing students' attitudes toward teaching, that students' own learning of science has become more sophisticated, and that a foundation is being laid for development of the content-specific pedagogical knowledge and skills needed to teach in a way that is consistent with how people learn science. In addition, the possible impact of these courses on the way students learn science in their regular science courses has been found by tracking student performance in an introductory chemistry course sequence.