This paper is based on an analysis of a portion of data collected during a 6-month field study in a chemistry department in a Canadian university. Specifically, the views on the interaction among science, technology, and society (STS) held by undergraduates in this department were examined using a variation of VOSTS CDN-2. In addition, individual interviews with selected students were conducted. Results obtained from the VOSTS CDN-2 and from two areas explored during interviews (the nature of science and the role of science in society) indicate that the undergraduates are nearly identical to high school graduates in their understandings of the relationship between science, technology, and society. The number of university science courses taken appears to have had little effect on this understanding. Drawing prospective science teachers from this group presents STS teacher educators with a challenge. To prepare teachers to deal with STS issues, teacher educators must move beyond methods courses to remedy serious deficiencies in knowledge about the social context of science and technology. This task will likely be taken on by faculties of education and not faculties of science. (JN)