As a one way to explore of the effectiveness of elementary preservice education, the F-sort of Biology Concepts was used to assess understanding of the relationships among 37 biology concepts which students of a University of Education in Korea poesess. Data collected from the F-sort were analyzed using latent partition analysis and alpha factor analysis with additional interpretation from multidimensional sealing. These analysis indicated that the senor science-students were separated from the freshmen of science-, nonscience-students, and the senior nonscience-students by a dimension based on a deep-versus-surface structure of understanding of the concepts. A second axis shows that both of senior student groups are separated from the both of freshman groups by a fluid-versus-fixed cognitive structure dimension. That is, the senior science-students were found to have well-constructed and ordered cognitive structure, but in same degree fixed. The senior students were more fluid in their cognitive structures than those of freshmen. There is apparent transition from poorly organized to highly organized cognitive structures for senior science-students when comparing freshmen of science-, nonscience-students and senior nonscience-students, respectively. The results have several implications for the elementary-science- teacher education.