This paper details one young woman's journey in a 16-week mathematics content course for pre-service teachers. It analyzes her initial efforts at problem solving in groups, and her ability to see and recall explicitly connections that were inherent in the instructor's conceptions of the problems. Using her writing during the course, the paper compares her memories with those of other students of differing achievement. She made remarkable strides in coming to terms with the language and ideas of mathematics, and understanding how engaging with these can help her be a better teacher. (Author/MM)