Large-scale, national surveys conducted over the past two decades have revealed a trend of low economic literacy among America's teens and adults. In addition, research indicates that PK-12 teachers in the United States have limited training in economics and often hold negative attitudes toward teaching economics. However, very few studies published in educational journals have focused on teaching economics. Social studies methods courses have been curiously understudied. The purpose of this book is to provide insights into preservice teachers' beliefs and attitudes related to the teaching of economics and to help explain and improve their intentions to teach economics. The analyses provide pedagogical implications for social studies methods courses and should be especially useful to professionals in teacher training, economics, and citizenship education, or to other educators and citizens who have genuine concerns over how to prepare PK-12 students for effective decision-making as responsible consumers, workers, and voters at individual and social levels.