Spain was 1 of the 17 countries that participated in the International Association for the Evaluation of Educational Achievement’s Teacher Education and Development Study in Mathematics (TEDS-M 2008). In this paper, we explore and describe the structure of Spanish primary mathematics teacher education programs. We analyzed the documents collected from the 48 sampled Spanish institutions that participated in TEDS-M. Our approach to the syllabus analysis focused on the established content dimension of curriculum in educators’ syllabi. These contents are structured into 4 knowledge domains—school mathematics, advanced mathematics, general pedagogy, and mathematics pedagogy—and categorized into subjects and topics. The results show that Spanish teacher education programs are diverse across institutions, but follow a basic structure that emphasizes the teaching of general pedagogy subjects.