This study investigated the effect of teaching rehearsals on 22 preservice secondary mathematics teachers (PSMTs) who were in their first mathematics pedagogy course. The objective of the teaching rehearsal was to introduce PSMTs to student-centered teaching. PSMTs worked in groups to complete a learning cycle consisting of analyzing a mathematics task, preparing to teach the task, implementing the task with their peers (the teaching rehearsal), and reflecting on their experience. Although PSMTs struggled to teach using student-centered practices, they gained more insight into student-centered practices via self-reflection and class discussion that was centered on PSMT's experiences during the rehearsal. Through the learning cycle, PSMTs also started to develop a vision for creating a classroom culture that values student thinking. [For the complete proceedings, see ED657822.]