In this chapter, we refer to a theoretical framework grounded in previous literature and own research as a guide for designing a History and Philosophy of Mathematics course that aims to support pre-service mathematics teachers (PMTs) in using history in teaching mathematics. The framework consists of four interrelated components: (i) knowledge of mathematics and its history, (ii) belief about/attitudes towards mathematics and its history, (iii) beliefs about/attitudes towards using history in teaching mathematics and (iv) design capacity of history-inspired mathematics lessons. We discuss how two topics from Greek mathematics impacted Norwegian PMTs’ knowledge and beliefs related to teaching mathematics using history of mathematics. The chapter concludes by highlighting the need for further research to unpack the interrelationship among the components of the framework and address the challenges of PMTs regarding history-inspired mathematics education.