One approach to address preservice teachers' (PSTs) often negative associations with science is through the promotion of wonder. This study investigated the impacts that engagement with science wonderings had on PSTs at a large Australian metropolitan university. Evidence from this case study indicated that engagement with wonder cultivated a culture of inquisitiveness within the PST university classroom. In particular, this approach fostered a learning culture characterised by peer discussions of scientific issues, questions and engagement in the sciences. The investigation built upon Stolberg's typologies of wonder and builds additional categories to consider when working with PSTs. Survey and classroom data provided insights for participant perceptions with regard to wonder, which had direct implications for its use as a pedagogical tool.