From the 1970s, curricula of primary mathematics teacher education in the Netherlands drastically changed. This firstly occurred simultaneous with the changes in primary mathematics education Teacher educators systematically discussed mathematics teacher education and implemented new contents and new approaches in primary teacher education. This chapter provides a chronological overview on how Dutch primary mathematics teacher education developed from the 70s until the present. We describe ideas about learning to teach mathematics and ideas about the relationship between the development of mathematical literacy and didactical proficiency of student teachers. Furthermore, the influence of national measures such as the introduction of nationwide tests for primary mathematics teacher education are discussed. The chapter ends with an impression of recent learning materials for student teachers and a reflection on new perspectives for integrating theory and practice, emphasizing the continuous search for a well-balanced way to interconnect mathematics and didactics.