In this article, the author presents a discussion of how mathematics teacher educators model school mathematics teaching in initial teacher training colleges, as they prepare the student teachers to teach mathematics in multilingual classrooms in Malawi. In particular, the article examines the instructional practices that mathematics teacher educators produce, as they train student teachers who are going to teach mathematics in multilingual classroom. The study subjects were four mathematics teacher educators from two different initial teacher training colleges in Malawi. The research instruments included classroom observations, pre-observation and reflective interviews and focus group discussions. Data were collected during their residential sessions in January and February, 2007. Using three levels of critical discourse analysis (Fairclough, 1989; 2003), the research findings indicate that the mathematics teacher educators demonstrated the procedural discourse in all their instructional practices produced in their college mathematics classrooms. Furthermore, the results showed that some of the discourse practices being displayed in a college mathematics classroom mutually reinforce the discourses that the mathematics teacher educators display for school mathematics teaching in a multilingual mathematics classroom. The study recommends that to assist the student teachers, a certain action needs to be taken by the mathematics teacher educators. [This research was supported by TWOS, NRF through the supervisor Prof. M. Setati and The University of Malawi-The Polytechnic.] (Contains 15 extracts and 1 footnote.)