The Paths We Take offers a qualitative analysis of the experiences of four aspiring mathematics teachers during their one-year postgraduate teacher training program. The case studies document the reflective experiences of the teacher education students who are in search of their own path to teaching. Through a comparative analysis, the author identifies four key characteristics of practical experiences that can promote deeper and more interactive forms of personal and professional reflection among aspiring mathematics teachers. This academic book is aimed at education professionals and provides valuable insights into the challenges and developments that future teachers undergo.