This paper engages with poststructural ideas for a discussion on what it means to engage in pedagogical work in the context of elementary/primary school mathematics classrooms. Central to the analysis are the pre-service student and the part that the teaching practicum plays in the "making" of a teacher. Drawing on insights from the work of Foucault on power and subjectivity, instances of teaching knowledge in production, as interpreted by pre-service teachers, are examined. The view is towards developing theory from readings of specific regulatory strategies that impact powerfully on pre-service teachers' constructions of themselves as mathematics teachers.