In this paper we discuss our study of three instances of formalised in-service mathematics teacher education courses. We found that in varying ways, all courses draw in sensible experience by appealing to images of the teacher and teaching as a central resource for modelling the teaching and learning of mathematics. One of the courses also prioritises the image in elaborating mathematics itself. If, as we hold, intelligibility matters for principled reproduction of both mathematics teaching and of school mathematics in mathematics teacher education, then it matters how, in teacher education practice, the relation between sensible experience and the intelligible is regulated. We found that such regulation differed in significant ways across courses. Through the theoretical gaze we have brought to bear on them, the three instances of mathematics teacher education provoke challenging questions about the selections from mathematics and teaching in mathematics teacher education.