Mathematical practices are the practices which competent problem-solvers use to engage in mathematics. Providing access to these practices for all learners is a key equity issue, however, many pre-service teachers themselves have not experienced these within their own mathematical learning experiences. There has been growing interest in the use of practice-based teacher education to support the development of ambitious mathematics pedagogy including teaching with a focus on mathematical practices. In this chapter, we provide an illustration of an exemplary case study of a teacher educator using rehearsal activities with pre-service teachers to provide them with an opportunity to understand and access mathematical practices. We show how through interaction coaching during the rehearsal, pre-service teachers were provided with opportunities to recognise mathematical practices and consider how these could be integrated into mathematical lessons.