In this study, we examined five mathematics teacher educators' (MTEs') interpretation of the situative perspective, who self-identify as holding that perspective. Furthermore, we share how they designed and facilitated their secondary mathematics methods course pertaining to the activities they identified as most important for the course. We discuss the participants' two interpretations of the perspective rooted in the context of teaching and the act of teaching, which seemed to influence their approach to topics of equity but not the types of activities they identified as being most important. Overall, findings from this study indicate there is diversity with respect to how the five MTEs interpret the situative perspective, and that diversity seems to be contextual.