Increasingly, mathematics is being positioned as a tool to support students' understandings of social (in)justice and their own unique social positioning in the world. To this end, this study analyzes the impact of curricular reform efforts in an elementary mathematics content course. The course focused on fractions and statistics, and the course content was taught through tasks designed to support prospective teachers in understanding and critiquing the world. The authors found that through the course, prospective teachers' content knowledge increased and their knowledge of the world's demographics and social inequities increased. [For the complete proceedings, see ED629884.]