Qualitative methods were used to uncover the ways in which mathematics teacher educators in teacher training colleges display the discourse for school mathematics teaching in a college mathematics classroom. The research methods employed in this study included: pre-observation interviews with each mathematics teacher educator separately; up to five hours of mathematics lesson observation of up to five consecutive lessons in one of each mathematics educator’s classes; reflective interview with each mathematics teacher educator on the classes observed. These interviews depended on the lessons observed and were facilitated by showing the mathematics teacher educators selected video recordings of their lessons. Mathematics teacher educators’ focus group discussions were conducted two weeks after the lesson observations with all the teachers involved per college. All the interviews were tape recorded and the classroom observations were video recorded.