An interdisciplinary team of science and education faculty at the University of Illinois at Chicago and several Chicago-area community colleges developed and implemented a series of four integrated, inquiry-based science courses for preservice elementary school teachers. All four courses are based on guiding principles taken from the rich literature on constructivist teaching and learning of science developed in recent decades. Further, their content and pedagogy align with national and state standards (National Academy of Sciences 1997; NRC 1996, 1997). This article describes each course and elaborates on a particular principle, sharing representative examples of how this principle is enacted in that course.