Maryville University (Missouri) believes in training competent beginning teachers who understand that all children can learn. Regarding mathematics, prospective teachers must often be convinced they can learn it themselves. Because most students do not have much math preparation, do not like it, and have great misconceptions, Maryville assumes they need to acquire mathematical literacy and grasp the importance of mathematics. Maryville's model of teacher as reflective practitioner requires solid grounding in liberal arts, mathematics, and science, and it espouses a constructivist framework. Students are immersed in experiences as mathematical learners and encouraged to share their mathematical knowledge and conceptions. The program assumes students will learn content and pedagogy simultaneously. Students are encouraged to question instructors' objectives, methods, and curricular and pedagogical decisions. Maryville's instruction seeks to: (1) promote autonomy and commitment; (2) develop reflective processes; (3) construct case histories; (4) identify and negotiate solution paths with students; (5) retrace solutions paths; and (6) adhere to the intent of the materials. Empowered, assertive students leave the program understanding the value of mathematics. They are able to plan for technology to be part of their mathematics program, and they understand they must construct nontextbook experiences for their students. (SM)