This study, a survey of University of Botswana mathematics pre-service student-teachers taking introductory methods courses, was conducted to find aspects of the courses they perceived to be their priority learning desires. It aimed at evaluating whether student-teachers perceived ideas could be tapped into towards improvement of the teacher preparation programme. The analysis compared and ranked identified possible learning desires to determine how student-teachers' views may be employed to develop a prudent programme. The identification of possible student-desires was informed by course aims, objectives, and learning materials. The study further identified aspects of the programme that student-teachers may need to subsequently develop flexible mind-sets ready to adapt to the dynamics inherent in their future career as teachers despite held pre-conceived ideas of what teaching entails. This study is of significance in informing the design and delivery of mathematics education programmes making them relevant and attractive.