Interviewing students, though a common and popular activity in teacher education programs has been scarcely researched as a strategy to prepare prospective teachers for mathematics teaching. This study explores the role of interviews as occasions for prospective elementary school teachers to learn three essential practices in the teaching of mathematics: questioning, listening, and responding. Two orientations to interviewing students used by the participants in the study are described and illustrated. Their reported insights focused more prominently on the practice of listening and interpreting students' mathematical ideas which raises questions about structures and designs of the interview experience so that the practices of questioning and responding become more prominent. [For complete proceedings, see ED500859.]