It is widely agreed that school teacher preparation and professional development should include mathematical ideas that extends well beyond the mathematics learned at school. In some cases, school teachers are expected to have graduate degrees in Mathematics. However, there is relatively little research about the actual contribution of higher education (HE) mathematics to school teaching practice. In particular, we do not understand well when and how teachers make use of HE mathematics in their practice, what are the potential affordances of HE mathematics for school teaching, or what sort of HE mathematical experiences are most beneficial for teachers. There is high need for research in this area that will guide teacher preparation and professional development programs.