The aim of the article is to discuss how university mathematics courses can become more relevant for pre-service teachers (PSTs). We therefore introduce a concept we call mathematical orientation and develop an analytical framework based on Felix Klein's pervasive approach to elementary mathematics from a higher standpoint and the work of the practical philosopher Stegmaier on orientation. This framework is used to analyze the mathematical orientation of PSTs on two mathematics courses in Norway and Switzerland. In a qualitative empirical approach, we analyzed 85 reflections written by PSTs on the topic of decimal expansions and reconstructed aspects of their individual mathematical orientation. Our results show that mathematical orientation varies across PSTs to a certain extent. In particular, different points of reference, perspectives, standpoints, and types of links between the mathematical content and teaching situations could be identified. We therefore propose that mathematical orientation can be considered a key variable in addressing the mathematical needs of PSTs in university courses.