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We studied how the follows of Read-Answer-Discuss-Explain and Create (RADEC) sustained pre service teachers as a conception tool for knowledge integration in their science approaches courses. In this examining study, pre service elementary illustrated models of the process of teaching and learning, including what happened before, during, and subsequently teaching. Data sources included initial and final models, details of initial and final models, and pre- and post-interviews. We used the data integration framework to discover how the RADEC models of the process of teaching and learning changed conception supposed the value of modeling the process of teaching and learning. Results showed that developing models supported the pre service elementary teachers in participating lesson design into their conceptions of teaching, as the planning progression was previously an invisible component of teaching. Finally, across the pre service elementary teacher, we found they were able to identify weaknesses in their primary models and saw their individual growing in teacher knowledge. Overall, the RADEC valued the modeling activity and saw their models as a conception tool that facilitated them make sense of their methods assignments. Implications for teacher educators are given.