The mathematics required for teaching is increasingly becoming an important issue for research (Ball, Thames & Phelps, 2008). This study examines the development and quality of the mathematical content knowledge of a cohort of pre-service primary teachers. We commenced the study of the impact of a Model-Based Teaching and Learning (MBTL) approach on the development of pre-service teachers' conceptual knowledge in the domain of fractions (Forrester & Chinnappan, 2011). In this present study we found further evidence for the robustness of MBTL as an effective instructional strategy in promoting conceptual knowledge.