The purpose of this research was to examine what preservice teachers learned about their intentions to provide equitable instruction in comparison to their actual teaching acts. Preservice teachers in a K-6 mathematics methods course analyzed their verbal interactions from their teaching of a mathematics lesson and used guided reflection to examine their practice for equitable instruction. The systematic investigation into their teaching helped many participants identify hidden beliefs and inequitable teaching practices. As a result of the project, many participants discussed the potential impact on student learning and planned to modify their instruction to respond to those exposed inequitable teacher actions. A small group of students, however, did not recognize any areas of concern as a result of their analysis and reflection.