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Calls for a “practice-based” approach to teacher education have become common in scholarship on teacher education, and preservice-teaching (PST) mathematics programs are increasingly heeding this call. Practice-based teacher education (PBTE) moves beyond standard approaches to teacher education in which PSTs learn about teaching in ways they are then expected to apply in practice and toward an approach that provides PSTs opportunities to gain experience in particular core practices in ways that approximate enactment in the classroom. A growing body of research suggests that teachers’ responses, including the questions they ask, can help students’ develop content knowledge and proficiency in mathematics and science practices in the classroom. However, despite evidence that PSTs can notice students’ thinking in various activities in their preparation programs, it is not clear that they are sufficiently well-prepared to propose quality responses before entering the classroom. In this paper, we describe two different approaches that we have taken to provide support for quality teacher questioning in the LessonSketch environment. From our results, we develop a hypothesis that a pedagogical approach that primes novices to notice model questioning can support a stance of focusing on the substance of students’ thinking and probing rather than guiding students’ thinking in their proposed questions.