How does preservice teachers' learning about learning theories influence their beliefs about learning?

To date, there has not been much research that examines the relationship between a learning theory course and preservice teachers' beliefs about learning. Thus, the purpose of this study was to examine how preservice teachers' learning about learning theories influences their beliefs about learning within the context of a learning theory course. This study identified the beliefs and knowledge preservice teachers have constructed about how people learn, and how these teachers make sense of multiple learning theories in relation to their beliefs about learning.