This presentation discusses a nine-week study, where 3 mathematics graduate student instructors (GSIs) teaching undergraduate students at a midwestern university enacted discourse practices to promote mathematical discussions as part research study. The participants were videotaped teaching 6 times and attended 4 whole group meetings. The whole group meetings were used to discuss the practices, planning, and enactment of the discourse practices. GSIs connected their enactment and interpretations of the discourse practice of talk moves (Chapin et al., 2003) to five equity-based mathematics teaching practices (Aguirre et al., 2013) by categorizing video clips of enacted teaching with the equity-based mathematics teaching practices. A participant provided their highlights and takeaways from participating in the study. The presentation concludes with a call to action for mathematics educators based on the five themes to improve undergraduate mathematics teaching and preparation of teachers.