Personal epistemologies, individuals' beliefs about the nature of knowledge and how one comes to know, can facilitate and constrain cognition, motivation, and learning (Pintrich, 2002). They are especially relevant in teacher education because preservice teachers will become responsible for the knowledge and knowing of others. This study investigated the question, How do preservice teachers approach their learning in a unified teacher education program? Through extensive interviews with 14 participants over the course of two semesters, the researchers gained insight into the preservice teachers' learning process and related epistemological beliefs. By understanding these beliefs, teacher educators may be able to improve instruction and learning in teacher education.