This study examines how preservice teachers select standards, plan tasks, and develop a full lesson plan focused on a social justice context. While traditional studies of this topic involve scholars examining completed lesson plans, this study is unique in that audio data was recorded to capture the types of discussions preservice teachers engaged in while completing social justice lesson plans. Findings indicated that PSTs used keywords to map standards onto elements of the social justice context, that they vacillated between selecting a standard and developing an appropriate task, and that they treated the social justice context as a fixed scenario. I will share examples along with implications for how mathematics teacher educators can better support PSTs as they navigate this complex process. [For the complete proceedings, see ED606556.]