One of the notions that future Chilean teachers hold about their educators is the lack of coherence between the latter's instructional practices and the ways in which they are expected to teach mathematics in school. Upon this basis, we sought to characterize the Instructional Coherence of teacher educators, and particularly the way in which it is perceived by students. By applying a questionnaire to prospective teachers from two Chilean universities, focused on their teaching models, the relevance of replicating certain instructional practices in the school classroom, and the types of modelling observed in their educators, we were able to establish that coherence is perceived when prospective teachers notice, in the practices of their teacher educators, the characteristics of the teaching model that they themselves profess.