The relation between pre-service teacher education and the day-to-day practice of mathematics teachers in schools is a recurring topic in research on teacher education. Furthermore, the Norwegian teacher education programme has been criticised for polarity between theory and praxis. The following pilot study investigates what aspects of working with resources in university coursework pre-service mathematics teachers perceive as valuable preparation for teaching mathematics. I found that university coursework can alleviate the gap between theory and praxis through resources for teaching mathematics. Working with resources can provide learning opportunities that pre-service mathematics teachers experience as practical and useful.