Many scholars call for teacher educators to provide experiences that can lead prospective teachers to adopt and implement culturally responsive pedagogy in mathematics classrooms. This qualitative investigation analyzed interviews from preservice secondary mathematics teachers using Hernandez, Shroyer, and Morales framework for culturally responsive mathematics teaching. Analysis of the data demonstrates how preservice teachers grapple with enacting a culturally responsive framework at practicum sites. Findings reveal that while some participants reported comfort implementing some aspects of culturally responsive practices at placement sites, others reported apprehension. The data suggests strategies for teacher educators interested in supporting culturally responsive teacher-learners through professional modeling.