Many researchers have called for teacher educators to provide experiences that can prepare preservice teachers to become effective in adopting and implementing culturally responsive practices in mathematics classrooms. This study examined how one prospective teacher understood the concept of culturally responsive teaching and how she later implemented this understanding in a third-grade mathematics classroom during her student teaching. Analysis of the data demonstrates that the teacher-participant did not have a good understanding of culturally responsive teaching and did not implement it other than superficially.