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In the past two decades, there has been a trend in materials for mathematics courses for prospective secondary teachers: more opportunities for teachers to “apply mathematics to teaching”. That is, materials increasingly highlight how mathematical knowledge learned in the course can be useful in secondary teaching, and provide opportunities for teachers to harness this knowledge in simulations of teaching. There is little known about the effects of this curricular reform on teachers’ competence. In this report, we use data from the Mathematics of Doing, Understanding, Learning, and Educating for Secondary Schools MODULE(S2) project to examine the potential impact of using such curricular materials. The data include over 300 prospective secondary teachers’ responses to 3 sets of Likert pre-/post-term surveys addressing: mathematical knowledge for teaching; expectancy for enacting selected core teaching practices; and valuing of enacting these practices. We found mean increases across the survey results. We conclude with directions for future research on the impact of this curricular reform.