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This research employs a mixed theoretical perspective drawing on elements from interactionism and social constructivism. In this study, a discourse analysis is performed on conversations among intra- and inter-institutional mathematics and science teaching faculty participating in reforming content classes for teacher candidates in the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation funded project. The goal of this study was to begin the process of painting a picture of the discourse landscape that higher education math and science teachers inhabit when the referent in their thinking is science and mathematics, two disciplines the MCTP project hopes to connect. The assumption is that this information will assist in understanding math and science teaching faculty’s beliefs and actions taken in designing and teaching undergraduate teacher preparation science classes in which drawing connections between mathematics and science is a major goal. Discussion focuses on: (1) the comparison between the discourse on science and mathematics by mathematics/science content specialists versus mathematics/science methods specialists, and (2) the impact of collaboration upon the teaching faculty’s discourse on mathematics or science, whichever is not their primary discipline. Contains 29 references, 4 tables, and 3 figures. (Author/SW)