Over the course of two years, data was collected focused on preservice elementary teachers' engagement with mathematics textbooks and curriculum materials in two contexts: (1) a university mathematics education course, and (2) student teaching. To frame the results and suggest opportunities for learning, Feiman-Nemser and Buchmann's (1985) critical analysis of experience in teacher education is utilized. These "pitfalls" of teacher education, or particular types of "inappropriate learning" are used as frames to help highlight important ideas from this research. Results indicate high levels of disequilibrium surrounding preservice teachers opportunities for learning, and also point to the importance of human resources during university coursework and fieldwork. Implications for teacher education are shared. [For the complete proceedings, see ED585874.]