This qualitative document analysis study reports on opportunities to learn provided by textbooks for mathematics content courses for pre-service elementary teachers. Specifically, the study examined opportunities to engage in problem posing and quantitative reasoning, in the context of fractions, provided by six textbooks commonly used in the teaching of content knowledge courses for pre-service elementary mathematics teachers in the United States. Among other things, this examination revealed two key findings. First, all the textbooks provide numerous opportunities that could potentially trigger students' quantitative reasoning. This is commendable, and a positive response to growing calls to increase such opportunities in mathematics education. Second, there is a paucity of opportunities to engage in problem posing in all the textbooks. Given the numerous benefits of using problem posing in the teaching and learning of mathematics, we recommend that authors of textbooks for mathematics content courses for pre-service elementary teachers provide more opportunities to engage in problem posing in their textbooks. We argue that the act of problem posing requires significant quantitative reasoning, and thus problem posing provides the opportunity for students to develop such reasoning. Implications for instruction and directions for future research are discussed.