This meta-ethnography explores the conceptions preservice social studies teachers have toward broad theories of democratic education. The author synthesizes and analyzes empirical research to find a consensus on preservice teachers' conceptions of the social studies. Findings suggest that social studies teacher candidates enter teacher education programs with limited understandings of the broad aims of education and often exit programs unable to make proper associations between the classroom and theories of social justice, democratic education, and equality and equity. The author calls for more research exploring the extent to which preservice teachers internalize theories advocated for within teacher education.