Preservice teachers in the field encounter materials with varying degrees of completeness and quality. Using a curriculum strategy framework that analyzes how preservice teachers read, evaluate, and adapt materials, this study compares the planning of six preservice teachers using curriculum materials of varying completeness. Preservice teachers with less complete materials had more complex planning strategies than those with complete materials. The study extends the research on preservice teachers' planning and provides recommendations for teacher education practice. Given the difficulty of planning instruction, understanding preservice teachers' experiences with a variety of curriculum materials will help teacher educators better support their students' experiences in the field.