This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs, specialized content knowledge, and classroom teaching practices. Data were collected via two beliefs surveys, a content knowledge instrument, and interviews. The results show the added value of the course and offer considerations for learning experiences during mathematics teacher preparation, some of which are specific to alternative teacher preparation programs such as TFA.