This manuscript describes the study of an abstract algebra course for preservice secondary mathematics teachers (PSMTs). Often, courses in abstract algebra have not been viewed as productive, beneficial learning experiences for future teachers, both by researchers and PSMTs themselves. This despite calls for increased content knowledge for teachers. The mixed-methods case study presented here investigated a section of an abstract algebra course that adopted reforms to both pedagogy and content to address PSMTs' needs. The effects of these reforms were captured with structured observations of ten course meetings, Likert-scale surveys concerning beliefs about mathematical learning at the beginning and end of the semester, and interviews with PSMTs throughout the course, the latter analyzed with grounded theory methods. Results showed that the course provided extended opportunities for PSMTs to engage in student-centered, cooperative learning, and these opportunities led to PSMTs reporting significantly improved attitudes about such methods. Furthermore, the interviews revealed that participants made connections between the abstract algebra content they were learning and secondary algebra, as well as between the way the course was taught and secondary teaching, including topics from a methods course on teaching mathematics. Implications for mathematics teacher education are discussed at the conclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]