Preservice teachers, college students who are training to be teachers, have a unique set of information needs: they must continue to do classwork while also thinking about how to represent content to students of their own. This analysis of surveys and interviews administered to students in a teacher education program in a large Midwestern university provides evidence of these divergent needs. In particular, these students make a distinction between content knowledge a pedagogical knowledge that heavily influences their information seeking strategies and credibility judgments.