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The relevance of upper division mathematics courses for future secondary teachers is a longstanding thorny issue. Suggested improvements include capstone courses and revised upper division content courses to explicitly address future teachers’ relevant secondary mathematics content knowledge, beliefs about teaching and learning, and experience with learning mathematics while engaging in authentic mathematical practices. In this report, we investigate prospective teachers’ reflections on their opportunities in an upper division Inquiry-Oriented Dynamical Systems course to engage in the eight Common Core State Standards for Mathematical Practice. Analysis of students’ self-reported engagement in the eight Practices revealed five practices that strongly resonated with them and the various ways that their experiences in an inquiry-oriented classroom supported meaningful and powerful engagement in these Mathematical Practices. We conclude with implications for practice.