In this chapter the main characteristics of science teacher education in Colombia, Brazil and Argentina are described as well as the historical-epistemological and pedagogical transformations that occurred during the second half of the twentieth century. The authors present an interpretation of the history and the current state of the field of curriculum studies in these countries, based on the works of researchers and practitioners published during the last five decades. To do so, the development of the curriculum and the meanings attached to this notion by educators and educational researchers are examined. It is observable that different educational reforms around the world have emphasized scientific literacy as the main objective of science education, but the curricular approach guided by governmental agencies, along with value-committed, ideological interpretations made by teachers and researchers, have made it difficult for science education research to take root and flourish in the three countries. In addition, there are few opportunities for research on practice, as these opportunities tend to occur at the end of the undergraduate program. It can be said from this review that in Colombia, Brazil and Argentina, there are very few studies that deal with the systematic study of the concrete results obtained with the official curricula or programs of science teacher education. In this sense, the new generations of science teachers as well as the colleagues dedicated to science education research have the responsibility to overcome these shortcomings in the future and to ensure that the programs are maximally useful for science teachers.