Experts argue that preservice programs should focus on a defined set of core teaching practices and structure their curriculum around them. Such experts argue that practice-based teacher educators must "represent" and "decompose" core practices with novices and offer them opportunities to "approximate" those practices in low-stakes settings, thus making the work of teaching more explicit and giving novices supported opportunities to learn. Yet, a focus on practice-based teacher education is not intended to frame teaching as a discrete number of steps to master. Instead, practice-based teacher education highlights the underlying knowledge and understanding that guide one's teaching, as well as the ability to enact these ideas in a classroom setting. Indeed, it is a response to earlier reforms in teacher education that emphasized cultivating teacher knowledge and an attempt to address the gap between teacher thinking and teacher enactment. But, what is involved in learning core practices? In this paper, the authors took recent work in history education that defines a set of core teaching practices for facilitating historical inquiry and used it as a lens through which to analyze the teaching of five graduates from a preservice program that targeted many of these core practices. The authors asked the following questions: (1) How do participants take up core historical inquiry teaching practices?; (2) What practices are these novices more and less likely to use?; and (3) In what ways, if at all, do novices' use of these core practices shift over time? The authors conclude by offering several recommendations regarding how teacher education programs might modify their curricula to better facilitate and support novices' use of core historical inquiry teaching practices.