One of the challenges facing teacher educators is providing our pre-service teachers (PSTs) with authentic experiences that cross the boundaries between Initial Teacher Education (ITE) and the classroom. An additional challenge facing the mathematics teacher educator, is addressing and deepening PSTs' mathematical content knowledge (MCK), which has been raised as a concern in the literature (e.g., Anthony, Cooke, & Muir, 2016). Practice-based strategies have been shown to be effective in bridging the perceived gap between theory and practice (Anthony, et al., 2016), integrating learning of knowledge for teaching (Clarke, Grevholm, & Millman, 2009) and deepening mathematical content knowledge. This article describes how teacher educators used students' work samples to introduce PSTs to the Smith and Stein (2011) five practices; anticipating, monitoring, selecting, sequencing and connecting. For the purpose of this article, the authors have chosen to focus on selecting and sequencing. In doing so, they engaged the PSTs in an act of teaching, which also revealed insights into their own mathematical content knowledge. It is anticipated that this approach could be adapted for use by other teacher educators or as a stimulus in staff meetings by primary teachers and school mathematics leaders.