Mathematics teacher education is faced with the challenge of preparing new teachers for ambitious instruction, but we have limited understandings of what happens within the courses where this preparation occurs. This paper draws on interview data from of a larger investigation of novices' enactment of ambitious instruction in elementary mathematics and language arts across six teacher preparation programs. Findings describe the application of the framework developed by Grossman et al. (2009) to opportunities to learn to teach in elementary mathematics methods courses and associated field experiences, focusing on the range of activities described and their relation to the framework. [For complete proceedings, see ED581294.]