This study seeks to examine how core practices pedagogy is being developed and refined for use in world language teaching methods classes. It analyzes how one teacher educator (TE) approaches teaching core practices in three iterations of her methods class, offering a close view of how this work is being carried out and what adaptations the TE makes over time. This exploratory study adopts qualitative research methods and applies them to analysis of a corpus of teaching artifacts gathered over time by a teacher educator attempting to transform teacher education pedagogy within her program. These artifacts include video recordings of methods class sessions, the teacher educator's lesson plans, syllabi she created and some samples of assignments novice teachers produced. This study aims to grow the body of literature available to the world language teacher education community by offering a glimpse of how a teacher educator is adapting core practices to fit her local context and meet the needs of novice teachers. These contributions are simultaneously conceptual and practical, and while they have immediate and local relevance, they also speak to the broader change the field is experiencing as it navigates the potential and challenges of a core practices approach to world language teacher education. Key findings include description of early-stage rehearsals as well as finer detail on the coaching and feedback phases of the core practices cycle as well as the utility of class discussion for mediating novices' learning of more complex, unfamiliar core practices. The study also reveals some challenges encountered by the TE and novice teachers in their efforts to teach and learn core practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]