Teacher preparation programs in the US have addressed complex teaching practices, like mathematical discourse, by engaging preservice teachers in the practice of teaching. This qualitative study reports on the nature of conferences about the discourse between an elementary education preservice-inservice pair participating in a model that integrates university coursework and field experiences. The findings show that the pair focused on student learning about mathematics and discourse, ways to orchestrate discourse, and communication formats. They further evaluated and justified their ideas and interacted in ways where they shared authority. Promising aspects of the model and directions for future research are discussed.