Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between these knowledge types and the opportunity to learn mathematics within teacher preparation programs across 17 different countries. We consider the relationships between these constructs in various countries to further explore how teacher knowledge can be supported by their experiences in teacher education.