In this article the authors examine elementary education teacher candidates' reflections while participating in a senior course that included a book study on equity-based teaching and an intensive clinical practice experience which included teaching mathematics small groups. Findings indicate that candidates started to make progress towards implementing equity-based practices during their teaching. Their reflections from both the book study and their clinical experience indicated that candidates valued learning about equity-based teaching and were concerned about how to enact those practices while also teaching their required state standards and district-mandated resources.