This study investigates the beliefs and practices of preservice teachers (PSTs) concerning equitable mathematics instruction for diverse learners. Through a comprehensive analysis of lesson plans and reflective essays, we identify key themes that emerge in PSTs' approaches to teaching mathematics. The findings indicate that PSTs employ various approaches to foster inclusive learning environments that address their students' diverse academic, cultural, and learning style needs. Key strategies highlighted include differentiation, student engagement, and the implementation of culturally relevant pedagogy. Additionally, the research underscores the importance of aligning PSTs' beliefs with their instructional practices to enhance equity in mathematics education. The study also identifies areas for improvement within teacher education programs, suggesting that enhanced training in equity-focused teaching strategies is essential for preparing PSTs to address the challenges posed by learner diversity effectively. Ultimately, this research contributes to the ongoing discourse on equitable teaching practices and offers valuable insights for educators and policymakers aiming to promote inclusivity in mathematics classrooms.