Ontario faculties of education are in a high-pressure situation, with little time to respond to preservice teachers anxious for support in mathematics, in preparation for the newly required provincial Mathematics Proficiency Test. This talk reports on pretest / post-test data collected from over 1000 preservice teachers during the past 15 years, related to their mathematics knowledge development, and related beliefs. The major finding of this longitudinal study is that a focus on deep conceptual development supports not only increased conceptual understanding, arguably the backbone of specialized content knowledge for teaching, but also supports increased fluency, as well as the development of more appropriate beliefs, while a focus on procedural review has less effect on teacher capacity. The effect of a local graduation requirement in mathematics for teachers, as well as the outcome and benefit of different types of mathematics exam content will also be reported. Based on this data and our experiences, recommendations related both to the most effective type of course content, and what ideally should be tested, will be provided. Typical participant responses, as well as the various effects of different types of course work and testing, will be described.