The type teaching new teacher mimic from their college instructors is not the type of instruction supported by educational research or advocated by the many reform efforts. There is an expectation that preservice science teacher will graduate from collage ready to implement inquiry-based science programs that get students actively involved in the process of learning even though college science is generally not taught in this way. Educators need to assess the preconceptions about teaching and learning held by future teachers and recognize the key role college science instructors can play in the K-12 science education reform process to bridge the gap between how new teachers will be expected to teach science and how they are currently learning science.