This article reports on a national survey of post-secondary mathematics instructors (n = 458) of mathematics courses designed for elementary teachers. The article links the use of various instructional practices to instructor characteristics. Specifically, there were statistically significant differences in reported use of class time depending on instructors' subject and level of their degree, their experience teaching in preK-12 classrooms, and whether they perceived the institutions at which they taught as selective. Use of regression models with interactions demonstrate that the relationship between academic and professional background, teaching context, and use of class time was complex.