This study aims to reveal the possible benefits of incorporating the Broadwell-Burch four-stage model of competence development into mathematics teacher training. First, a historical overview is given about the appearance of the four-stage model starting from the original sources by Broadwell and Burch arriving at today's widespread use in the medical and other professions. The case of the teaching profession and teacher education has almost been untouched in the literature; consequently, it is the right time to raise questions and dilemmas about the strength, usefulness, and applicability of the four-stage competence model. We conclude that mathematics teacher education and teachers' continuous professional development training can benefit from considering and taking note of the phases described in the four-stage competence development model. A hypothetical "reflective competence" stage seems to be especially important when describing the pedagogical content knowledge required from math educators.