In order to explore the potential for math-talk learning communities (utilizing interactive discussions of mathematics principles) as a framework for preservice teacher learning, a math-talk learning community framework was adopted in a methods of teaching mathematics course for preservice early elementary teachers. A case study of the co-created math-talk learning community revealed that the use of this framework enhanced individual learning about mathematical concepts and the use of math-talk learning communities, resulted in a prioritization of sense making, engaged learners, and created a safe space for mathematical discourse. The study has implications for teacher educators and for future research.