In this article, we examine non-Indigenous pre-service teachers' (PSTs) storylines in terms of how they conceive the call to incorporate First Peoples' worldviews and perspectives into their mathematics teaching, a current/recent mandate of the province of British Columbia. In an undergraduate teacher preparation course, discussions of how teaching mathematics could align with Indigenous knowledges, pedagogies and perspectives were explored. Upon completion of the course, PSTs' written reflections from the start and end of the course were examined using positioning theory to identify patterns and themes that emerged regarding their views of teaching mathematics with the current calls to Indigenize. In our analysis, there were examples of mathematical reframing, retemporalizing and repersonalizing, as well as an increasing willingness to rethink personal positions on the matter. By understanding the concerns that pre-service teachers have about integrating Indigenous knowledges, perceptions, pedagogies and teaching methods into mathematics education, university educators can begin to engage in productive conversations about how to best support non-Indigenous prospective teachers in this endeavour, as they embark upon the challenge of Indigenizing mathematics teacher education.