Master narratives exist in many forms within mathematics education. Preservice elementary teachers often are seen as having high levels of math anxiety while students in developmental mathematics are seen as being deficit in their mathematical understanding. This study uses counterstories to understand the experiences of two women of color, who are enrolled in math content courses for preservice elementary teachers. Students share strategies that they learned from one math content course in order to succeed in their math course sequence. [For the complete proceedings, see ED629884.]