This study examined how elementary preservice teachers attend to precision and how exposure to engaging tasks and activities impacted the development of this Standard for Mathematical Practice. Additionally, the study aimed to understand how the experiences of this study impacted participants' perspectives toward implementing SMP 6: Attend to Precision in their future teaching practices. This qualitative study recruited two cohorts of elementary preservice teachers enrolled in a teacher preparation program at a rural, regional university in the southeastern United States. The study collected questionnaires, written artifacts, seminar recordings, microteaching observations, and focus group interviews to address participants' abilities and perceptions toward attending to precision. Findings showed improvement in participants' abilities to attend to precision throughout the duration of the study. Participants also demonstrated heightened awareness of the importance of attending to precision, how this practice fits into their mathematics instruction, and the benefits it affords to student learning. Findings from this study may be used by teacher educators to design experiences within teacher preparation coursework to foster alignment between mathematics content, mathematics pedagogy, and implementation of Standards for Mathematical Practice. Future research should expand these findings through a deeper focus on content knowledge development, the relationship between Mathematical Knowledge for Teaching and Standards for Mathematical Practice, and additional intervention methods to promote the development of Standards for Mathematical Practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]