The authors contend that preservice training in Project-Based Science (PBS) facilitates early faithful implementation of PBS, which in turn provides students with the opportunity to engage in the public discourse and debate advocated in Goals 2000 Objective 4. This multifaceted study took place over an eight-year time span and covers two educational settings. The authors report on the participants as both preservice and inservice teachers. Additionally, they report on the learning and perceptions of the secondary students with whom the participants currently teach. Participants in this study completed an undergraduate teacher preparation program that culminated with a project-based instructional course. This capstone course included four key elements: reading about PBS, making field observations of established PBS classrooms, sharing teaching experiences, and designing a PBS unit.