The aim of this study is to characterize the discourse of two problem-solving courses for prospective teachers. The data, consisting of audio recordings and field notes, were examined from a dialogical approach combined with the theory of contextualization. I show not only the substantial differences between the two classroom discourses but also elaborate on plausible reasons for the divergency found. The findings then serve as a basis for a discussion of how to develop a problem-solving course within the mathematics teacher program.