This manuscript focuses on the experiences of a science teacher educator's initial engagement in reconceptualization of the construct of equity in classrooms through the use of praxis. What might equity look like if conceptualized as a dynamic interaction between teacher and individual students? Utilizing a critically situated perspective, this work explores the evolution of mutual and reciprocal understanding between a white male teacher educator and one student. It then questions the outcomes produced by this exploration. This work provides an example of how separating equity into two components--equity as interactive, and equity as complex and dynamic, may help pre-service teachers (PSTs) and practicing teacher educators negotiate meaning through discussion on a long-term basis. By utilizing a concrete conceptualization of equity, and examples for discussion, findings can inform PSTs, teacher educators, and practicing teachers of a starting point for de/reconstructing personal conceptualizations of equity in classrooms.