Extant literature suggests that pre-service teachers' enactment of culturally responsive mathematics practices is often impacted by the duality of what is learned in preparation programs and the reality faced at school sites. For many preservice teachers, this reality typically rests within the capacities of their assigned collaborating teacher's own experiences with enacting culturally responsive practices. Through a synthesis of the reviewed literature, the author examines collaborating teachers' experiences with enacting culturally responsive mathematics practices and argues that such experiences are both significant and central to bridging the gap between theory and practice. Afterwards, the reconceptualization of a new approach is shared.