The focus of this study is to support and improve the quality of teaching and learning of elementary teacher candidates in the physical and life sciences. Concept Mapping and Peer-Instruction (using ConcepTests) were used to model best practices in enhancing science concepts and processes at a conceptual level and to provide teacher candidates with a tool to enhance the learning environment and formative assessment of teaching and learning in their classrooms. Research indicates that an understanding of how students learn (or fail to learn) combined with appropriate cognitive tools, such as concept mapping, can create learning environments that produce improvements both in teacher preparation and their attitude toward teaching. The project aims to develop both an improved understanding of barriers to elementary teacher candidates learning physical and life science concepts as well as providing tools to help them surmount those barriers. The participants were pre-service candidates enrolled in the Macon State College (MSC) Early Childhood Education Program. The elementary schools where they conducted their field internships are in the neighboring school districts in Bibb and Houston counties. The use of ConcepTests and Concept Mapping provided a peer-supportive environment for pre-service candidates in which to develop a deeper knowledge of science concepts. Comparison of initial and final student concept maps suggests a moderate correlation between learning approach, development of concept knowledge and quality of knowledge organization.