This study investigated what 12 prospective mathematics teachers (PTs) in a middle school mathematics method course reported during a video-stimulated recall interview about their experiences when they were engaged in a doing math task that yielded an Opportunity for Productive Struggle (OPS). We investigated their reported feelings during the OPS, what mathematics they made sense of as a result of it, and the relationships between their feelings and sense making. We found that PTs' feelings did not predict the nature of their sense making and that regardless of how they felt during the OPS, the majority of them (66.67%) reported that engaging in the OPS resulted in mathematical sense making. Other PTs reported pedagogical sense making. We suggest future research to expand on our findings. [For the complete proceedings, see ED657822.]