This chapter describes the psy-knowledges central to preservice teachers\u27 understandings of challenging behaviour. Particularly, it pays attention to the unexpectedly dangerous questions generated when working towards a practical and integrated understanding of how biological, psychological, and ecological factors interact. This chapter deploys Foucauldian discourse analysis to problematize the preservice teachers\u27 shifting and changeable awareness of these causal attributions of behaviour and how this impacts their pedagogy
