<p>In this paper, we report on the challenges and opportunities of prospective and practicing teachers (PPTs) as they learn about culturally responsive pedagogy (CRP) in mathematics classrooms. Drawing on reflective journal assignments collected during several offerings of a teacher education course in Canada, we discuss how our study’s analysis was initially grounded in Ladson-Billings’ elements of CRP and then extended through our COFRI framework (Challenges, Opportunities, Fears, Resistance, Insights). We use a thematic analysis, along with a lens based in an earlier COFRI-based analysis to reveal three types of challenges and opportunities: mathematical, pedagogical, and ideological, each of which were found to consist of several sub-types. To address the challenges and opportunities expressed by PPTs, we introduce reflective- and action-based tools that mobilize PPTs to further grow their understanding of CRP in mathematics classrooms. The tools can be used as a journaling exercise, discussion prompt, or professional development activity for PPTs in mathematics teacher education programs, offering strategies for promoting equitable and culturally responsive teaching practices.</p>