This poster outlines the theoretical framework and the research questions of a PhD project. This project takes place in the context of the training program held at the Lausanne University of Teacher Education, in the French-speaking part of Switzerland, for pre-service mathematics teachers at the secondary level. The project aims to describe and analyse an LS-based class to pursue the following double-folded objective. On the one hand, it seeks to investigate the relevance of introducing LS in this particular context and the potential learning outcomes to prospective teachers. On the other hand, it intends to explore the adaptations and changes needed for LS to fit in with this new setting. For this poster proposal, I focused mainly on the first objective.