Students with disabilities lack access to and achievement in rigorous and cognitively challenging mathematics and are typically subjugated to rote and remedial forms of mathematics education in segregated settings. In this presentation, I argue that teacher educators, guided by disability studies in education (DSE) concepts, can support prospective teachers' development to challenge oppressive practices and enact inclusive mathematics education. I report on a study that examined prospective teachers' conversations as they engaged with an equity-oriented tool. Participants were part of a program that embedded elements of DSE in its curriculum. I share results of participants' conversational content and focus which included their questioning of existing mathematics education practices and how they would redress more just mathematics practices.