The purpose of this study is to investigate three elementary preservice teachers' (PSTs') conceptions of and reflections on the role of perseverance in mathematics. This study presents findings regarding the PSTs' perseverance conceptions, student interactions, and the PSTs reflections from a two-week summer math camp in which they assisted in teaching elementary student campers. Additionally, this study used an analytic framework based on a corpus of literature to capture how the preservice teachers' conceptions, interactions, and reflections aligned with each other and with current and relevant research recommendations. [For the complete proceedings, see ED630060.]