Understanding how to constitute and develop opportunities for future teachers learning mathematics at the university and linking it to how to teach mathematics at secondary school is an important research gap. In this chapter, the results of a qualitative research program developed in Brazil over the past 5 years are explored and discussed in order to present how professional learning opportunities emerged when prospective teachers collectively discussed and analyzed professional learning tasks involving topics of abstract algebra. Our results show how collective work evolving future teachers and teacher educators, mediated by professional tasks, enables prospective teachers to link university and school mathematics, connecting their knowledge and practices of university mathematics with future teaching of mathematics in secondary school especially because normally they didn’t have these opportunities before.