While the Common Core State Standards for Mathematical Practice are a focal point of K-12 mathematics education, there is limited research examining how future teachers' (e.g., undergraduate students, teacher candidates) develop their conceptions of these standards. We investigate how opportunities within a mathematics-focused bridge course within a teacher education program provided opportunities for undergraduate students to develop their conceptions of the Standards for Mathematical Practice. Specifically, we explore how undergraduate students drew upon the Common Core provided descriptions to describe key practice ideas. This study contributes to the scholarship on mathematics teacher education and how teacher educators can support students in developing their understanding of mathematical practice. [For the complete proceedings, see ED630210.]