Teacher education is critical in preparing teachers to implement equitable instructional practices and thus contributes to improving educational and social conditions for underserved children and youths (Jacobsen, Mistele, & Srirman, 2012; Zeichner, 2009). Although the preparation of teachers to work with diverse student populations has been the subject of a growing body of research (e.g., Cochran-Smith, Fieman-Nemser, McIntyre, & Demers, 2008; Cochran-Smith & Zeichner, 2005), few studies to date have explored conditions under which mathematics teacher educators (MTEs) can help teachers develop equitable mathematics pedagogy (McLeman & Vomvoridi-Ivanovic, 2012; Strutchens et al., 2012). Although this literature illuminates important instructional practices of MTEs who teach through an equity lens, a systematic and broad-scale examination of these practices, including potential challenges, could inform mathematics teacher education by unpacking commonalities and differences in ways that MTEs address equity in their courses. Furthermore, by gaining insight into possible patterns regarding different resolution strategies, the field can begin to develop structures to prepare and support teacher educators who choose to make equity a priority in their practice. In this article, we discuss findings from a qualitative study of 23 MTEs who self-reported challenges and resolutions they encountered when teaching mathematics methods courses with a focus on equity. Our research questions are as follows: (1) What challenges do MTEs who make equity a priority in their instructional practice face when teaching mathematics methods courses? (2) How do these MTEs work toward resolving these challenges? What follows, is an overview of relevant literature regarding conceptions of equity, challenges MTEs face as they teach through a lens of equity, and some resolution strategies. We then describe our study's conceptual framework, methodology, and findings. We conclude by discussing our findings and implications for practice and future research, framing both in ways relevant to teacher educators of all disciplines, while highlighting unique components to mathematics teacher education as appropriate.