Debates on the philosophical interpretations of quantum physics have motivated a renewed interest in how secondary and lower undergraduate students interpret quantum phenomena. In an attempt to contribute to this effort, this paper examines the dynamics of perspective in quantum physics in the context of teacher education. The goal of the study is to investigate how students (N = 36) from a Master's Degree in Secondary Education Teacher Training in Spain negotiate perspective as they participate in small-group discussions of quantum physics topics. This study focuses on the wave-particle duality, superposition of states, and the calculation of probabilities for two-state systems. The method of research is grounded in sociocultural discourse analysis and focuses on the properties of the utterance as outlined by Bakhtin. Analysis shows that the subjects of the study adopt multiple perspectives when representing the referents of quantum theory. We also find that students' perspective change is usually followed by a change in the referentially semantic content. Finally, it is suggested that some perspectives are more appropriate than others depending on the task at hand and the learning goals previously defined for instruction.