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The aim of this study was to identify the factors that help preservice early childhood teachers benefit most from an empirically tested conceptual change orientated instructional intervention. Results suggest that use of metacognitive strategies facilitated preservice teachers’ use of deep-level cognitive strategies, which in turn promoted their scientific conceptual understandings of the cause of the moon phases. Overall, results provided evidence for the predictive ability of the hypothesized model of intentional conceptual change in explaining the change in conceptual understandings of the cause of the moon phases.