A major challenge faced by elementary education programs is the vast amount of content preservice teachers must master in various subject areas. With limited time and coursework, how can teacher preparation programs scaffold meaningful experiences and provide a progression of opportunities to aid preservice teachers in mastering this content and the delivery of this content? In this article, we describe how a teacher preparation program strategically redesigned their existing elementary teacher preparatory mathematics courses to provide preservice teachers with conceptually driven, impactful mathematical knowledge for teaching. Preliminary feedback indicates that the math redesign has supported preservice teachers' mathematical content knowledge for teaching.