The mathematical growth of a pre-service elementary teacher over the period of a semester is detailed. This student had an unusual combination of very poor basic computational skills and a capacity for higher level problem solving involving algebraic notation. The extent to which one or two semesters of mathematics content, however well-structured, is sufficient to develop deep understanding, much less pedagogical content knowledge, particularly when growth of mathematical reasoning and understanding are coupled with incorrect or inappropriate algorithms which have become automated over several years of use is detailed. The paper provides evidence that this student acquired new insights and understandings about mathematics and experienced changes in her attitudes and beliefs. However, it is not known whether the changes in attitudes and beliefs are short- or long-term nor whether what she learned is truly "owned" by her. (Contains 13 references.) (Author/MM)