This study sought to describe and identify trends in teachers' affect toward, conceptions of, and understanding of mathematics as they proceeded through 30 hours of collegiate mathematics to receive a second certificate to teach secondary school mathematics. From the 24 teachers who began the program, 13 teachers were selected because they were currently teaching mathematics; complete case studies were conducted of seven of these teachers. This paper presents three of the seven case studies. The methodology is described, followed by discussion of theoretical bases for affect, conceptions, and understanding. The three case studies are presented, with details pertaining to the three categories. Several similarities among the teachers indicated that the program fell short of adequately preparing these teachers for mathematics teaching. Course descriptions and schedules are included. (MNS)