Most mathematics teacher educators (MTEs) would agree that teachers must be prepared to provide equitable mathematics instruction to all their students. However, to date, there is not a wide database regarding the practice ofMTEs who play an integral role in this preparation. In this paper we argue that additional information is needed about the approaches in which MTEs have addressed or incorporated equity issues such as race, identity, language, and culture as a core part of the preparation of teachers. We further argue for the importance of developing a research agenda that examines the practices of MTEs who teach through this lens of equity, the goal of which would be to build models of professional development that prepare and support other MTEs to develop this specialized knowledge.