This study examined the lives of twenty-five undergraduate elementary education majors to discover their histories and consumption, current knowledge and beliefs, critical and otherwise, regarding the mass media and popular culture both at home and at school, and how that knowledge may or may not be integrated into their future teaching. The purpose of this study was to develop a baseline of knowledge that might help encourage the inclusion of media literacy education in teacher education. Mass media and popular culture are a pervasive and persuasive force in our society. In stark contrast, the presence of media literacy education in schools is limited despite elements of it in 48 out of 50 states' curriculum standards. Further, it is even less visible in schools of education. Therefore, this study seeks to increase its presence in the research literature, particularly by providing data that might help further its inclusion at the higher education level, and thus, in K through 12 settings as well. Utilizing an on-line descriptive survey with the large group, and in-depth interviews and discussion groups with a subgroup of five as data, this grounded theory, critical ethnographic study accumulated themes to encourage the expansion of the field of media literacy education into teacher education. In particular, these preservice teachers considered themselves low media consumers at home who did not experience critical media analysis in school. Their analytical abilities were strong in spotting certain underlying themes in media; however, they lacked a consideration for various aesthetic and economic affairs in relation to the mass media. They felt that the media are quite an influential force in everyone's life, particularly in children's lives. They felt that parents' awareness and involvement are crucial. In terms of their teaching of critical media literacy, they showed a basic awareness of the field, a strong desire to know more, and budding pedagogical skills. This study is significant for an expansion of the elements of teacher content knowledge for media literacy education.
