Using narrative inquiry, I share the beginning stories of the instructional visions of secondary mathematics teachers throughout their undergraduate studies of pedagogy and content-specific methods and evidenced in undergraduate coursework and student teaching experience. Guided by Munter's (2014) Visions of High-Quality Mathematics Instruction Role of the Teacher rubric, I answered the following research question: How do the instructional visions of secondary mathematics teachers develop throughout their undergraduate coursework and student teaching? Understanding the instructional visions of mathematics teachers as evidenced in undergraduate coursework and student teaching reveals the impact of discussions, activities, and readings in their education studies and field experiences. [For the complete proceedings, see ED657822.]