In this article, we draw on survey data to investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. In our study, we found that (a) Chinese teaching candidates' completion of courses in number theory and mathematical reasoning, (b) their exposure to certain topics and learning experiences in mathematics methods courses and general pedagogy courses, and (c) the extent to which candidates had full instructional responsibility during student teaching were associated with significantly higher levels of MKT in number and operations (N&O). At the same time, our analyses also revealed that candidates' MKT was not affected by the overall number of university-level mathematics courses that they had completed or the overall length of their student teaching (including weeks when they did not have full responsibility for instruction). (Contains 4 tables.)