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Eliciting student thinking is a core practice of ambitious mathematics teaching, yet it is one practice that is difficult for novice teachers to do consistently and proficiently. To better understand how to support pre-service teachers (PSTs) to enact this practice, our study sought to investigate how secondary PSTs engage in eliciting when they experience instructional dilemmas during whole-class mathematics discussion. We analyzed video-recorded data of 18 PSTs' instruction in a university-based early field experience setting in a College Algebra course. The findings shed light upon aspects of eliciting student thinking that PSTs need support with as they encounter common dilemmas of leading whole-class discussions. [ABSTRACT FROM AUTHOR]