Based on 10 preservice science teachers in 4 schools, this study presents a detailed analysis of how preservice teacher expectation interacts with school practicum and authentic classroom action of inquiry-based instruction. Classroom observation, lesson plan analysis, and interviews revealed that inquiry-based instruction in the expectation and authentic classroom seems to them not differently perceived. Exploring the relationship of this study allows for teacher preparation program of the mechanisms of the science teacher production. Pedagogical content knowledge is studied and it indicated that preservice science teachers had the highest level of understanding. The implication is that changes in school practices that incubate theory and practice ways increase their role about inquire-based instruction, including science teacher's attributes.