This study investigated to what extent, and what elements of, a science methods course influences preservice elementary teachers' epistemological worldviews in the field of science teaching. It also examined whether epistemological worldviews are related to ontological worldviews, self-efficacy, and metacognition about teaching science, Quantitative data from the pre/post survey of 61 participants were analyzed using several nonparametric tests (i.e., the sign test, Wilcoxon-Mann-Whitney test, and Kendall's tau-b). Qualitative data from the post interview of six participants were analyzed using a multiple case study approach. The findings indicated that epistemological worldviews did not change significantly over the course of the semester. Personal, student-centered science learning experiences, knowledge about science teaching methods, reflection on successful teaching experiences, and the grade level of students were the four factors contributing to epistemological world views. The findings also revealed positive relationships between epistemological worldviews and ontological worldviews, self-efficacy, and metacognition about teaching science.