There is a broad consensus that beginning teachers of mathematics need a strong foundation in mathematical knowledge for teaching (MKT), defined as the mathematical knowledge required to recognize, understand, and respond to the mathematical work of teaching in which one must engage. One recurrent challenge in teacher education is how to provide support for preservice teachers (PSTs) to acquire such competencies. Recent trends toward practice-based teacher education support the idea of engaging novice teachers in activities that are purposefully constrained to a core teaching practice. Ms. Morgan’s Interpretation is an abbreviated instructional case (i.e., a minicase) based on an assessment scenario in which PSTs are asked to attend to student reasoning about representing linear functions. PSTs are asked to judge the mathematical validity of students’ explanations as a way of further developing their own MKT.