Intended learning outcomes (ILOs) in mathematics pedagogy courses describe the competencies preservice teachers must demonstrate to pass the course. This study uses the notion of praxeology from the Anthropological Theory of Didactic (ATD) to analyse ILOs concerning “planning for mathematics teaching” in Swedish teacher education syllabi. The results showed that the tasks (T) of planning varied in what preservice teachers had to consider in their planning, with the national curriculum being most prevalent, followed by utilising theoretical perspectives, and considering the learners. Few ILOs clarified techniques (τ) to use for planning. Eleven out of 19 universities requiredpreservice teachers to provide justification for their plans. Some ILOs put additional restrictions on the preservice teachers, such as using a particular teaching approach. The results suggest that mathematics teacher education courses operate with somewhat different praxeological equipment