In recent decades, scholars of teacher education have suggested that teacher educators (TEs) should integrate the development of prospective teachers' (PTs') knowledge with their skills for enacting teaching, characterized in the literature as pedagogies of practice. One way to operationalize pedagogies of practice is through engaging PTs in cycles of enactment and investigation (CEIs). Using an opportunity to learn (OTL) lens, this study investigated one CEI enacted in a secondary mathematics methods course. Analyzing course artifacts and final interviews, we found that the PTs had OTL in all six nodes of the CEI, that OTL differed across the nodes, and that OTL in later nodes depended on knowledge built in previous nodes. Implications include the importance of PTs engaging in all nodes of a CEI to maximize OTL about mathematics teaching practices, mathematics, students, and learning. [For the complete proceedings, see ED630060.]