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Teacher preparation curriculum at Technion–Israel Institute of Technology (Israel) includes courses intended to bridge the gap between the pure mathematics courses and those in psychology. The focus of this paper is an experimental program for one of these courses and data collected while implementing it. This is a second report on a naturalistic study in which mathematical paradoxes were used in the preservice education of high school mathematics teachers. The potential of paradoxes was tested for improving student-teachers’ mathematical concepts and raising students pedagogical awareness of the role of falacious reasoning in the development of mathematical knowledge. Discussions include the psychological and mathematical background, the experimental courses and data collection procedures, the students, and findings. Examples of paradoxes are given. Included are 36 references. (DC)