This study reports how 12 secondary mathematics preservice teachers (MPSTs) described characteristics of mathematical tasks after participating in instructional activities, including reading, reflecting, and discussing task characteristics from two mathematics task frameworks and related book chapters. The findings demonstrated that after engaging in these activities, M-PSTs used formal, research-informed language in a way that highlighted student-related factors (e.g., student prior knowledge) and contextual factors (e.g., class time constraints), suggesting that the language and concepts offered through the task frameworks initiated MPSTs' nuanced task descriptions. An emergent task framework, developed through the literature synthesis and data, as well as a series of instructional activities are proposed to enhance M-PSTs' skills to negotiate multiple task-related factors during task selections.