Textbooks are a ubiquitous part of classrooms in all levels of education. Whilst textbooks used in tertiary content subjects have been examined in several studies, research focused on textbooks used in mathematics pedagogy subjects is scarce. Using a discourse analytic framework, this paper presents data about the implicit and explicit messages sent to preservice primary teachers by a mathematics pedagogy textbook. Results suggest the majority of messages sent are inclusionary. However, there are contradictions and ambiguities about nature and field of mathematics education within these messages that are also discussed.