This article describes one specific course within a large urban university that uses school university partnerships and clinical practice experiences to prompt elementary education teacher candidates to enact equitable mathematics teaching practices in the classroom. It begins by providing a brief overview of equitable mathematics practices, describing the relevant course activities, and elucidating the work of teacher candidates in elementary schools. The article concludes by setting out the lessons that can be learned from the course and offering recommendations for other teacher educators looking to implement it in their own settings.