There is general agreement that the current teaching of secondary science is not as good as it should be. Different critics identify different weaknesses, but there is agreement that students are not learning how scientists make knowledge claims and use this knowledge. This paper assumes that one powerful influence on the development of teachers is the way they have been taught. An examination of conceptions held by scientists teaching university science courses indicates that university science teaching may have adverse influence on the development of secondary science teachers. The difficulty the researchers identify is that university science teachers take most aspects of teaching for granted and lack the theoretical framework to critique teaching practices and develop alternatives. It is hoped that the illustration of ways in which consideration of education concerns could lead to better university science teaching. Includes 18 references. (Author)