This study aims to examine coherence in a teacher preparation program relative to equity. Using performance assessments and artifacts from coursework, we explore how candidates define equity, what equitable practices they enact in their field placements, and whether a relationship exists between their conceptualizations and their practice. We found that candidates' conceptualizations of equity were characterized by five categories; however, their conceptualizations were varied and wide ranging. Findings also show that candidates emphasized attention to student thinking in their teaching, a practice often described in frameworks for ambitious mathematics teaching. Lastly, we found little evidence of consistency between candidates' conceptualizations and their instructional practices. The findings suggest a need to examine the coherence among various features of the teacher education program design and the experiences offered to candidates in these programs.