This article examines pedagogical changes to a mathematics education course for pre-service teachers (PSTs) over a three-year period. Transactional Distance Theory (TDT) is used as a conceptual framework underpinning the course redesign. A case study of one campus (Campus A) is presented. It is chosen for analysis because, of the three campuses on which this course is taught, it is this Campus that starkly illuminates the unfolding, three-year drama of course redesign. This redesign increased PST engagement with mathematics and improved their self-confidence to teach mathematics. It is claimed that these improvements resulted in positive outcomes in relation to their mathematics content knowledge (MCK) and also mathematical pedagogical knowledge (MPK). Feedback over the three-year period indicates that changes to course design in terms of structure, dialogue, and autonomy enhanced PST engagement; increased their confidence to teach mathematics in the future; and facilitated a shift in perspective regarding mathematics education. The article also outlines the implications of this course redesign for university mathematics educators utilising blended/online teaching.