A report is given of a 3-year longitudinal study which has two strands, both of which are concerned with understanding better the complexities of teaching and learning science, knowing more of the processes by which individuals change, and understanding more of the research methodologies appropriate for these purposes. The first strand involves science teachers in secondary schools working in a collaborative fashion with the researchers. The second strand involves a group of science graduates who undertook a 1-year preservice education course during which an intensive case study of the development of the members of the group was undertaken. A description is given of issues of significance for teacher education which were reflected in the program undertaken by the students. The program reflected three broad areas of constructivist learning: student teachers' views of teaching and learning, their understanding of the content they teach, and their views of self. The most striking findings from the year related to the nature and extent of personal development, growth, and change experienced by many of the participants. This development was evidenced in individual intellectual competence and self-esteem. (JD)