Positioning theory has been used in research to understand how elementary student teachers are positioned while working with their mentor teacher. While this research has identified four general positions, there remains a lack of clarity about these positions, particularly in how they differ. This study explores three contrasting student teacher-mentor teacher pairs to explore how different student teacher positions are constructed. Through qualitative coding of interviews that followed a math lesson observation, an emerging framework is proposed along two dimensions: interactional positioning and actional positioning. Within each dimension, two sub-dimensions are proposed--discursive patterns and intellectual authority within interactional positioning and teaching experiences and planning experiences within actional positioning. This framework provides a foundation for further research on student teacher positions. [For the complete proceedings, see ED657822.]