This study investigated "learning teaching" in the Ann Arbor Languages Partnership (A2LP), a partnership between Ann Arbor Public School District and the School of Education at U of M to bring Spanish instruction to elementary classrooms. A2LP prepares undergraduates from different programs, called Apprentice Teachers (ATs), for Spanish teaching. The theoretical framework suggests learning teaching is a socially rooted process, taking place as learners internalize their programs' social activity. This activity is organized around common understandings or 'social facts' functioning as frameworks of reference for participants, who through their use make sense of their experiences and organize their practice. The study explored: (a) What are the 'social facts' characterizing the activity of A2LP?; (b) How do the Apprentice Teachers in A2LP use 'social facts' over time to make sense of their experiences?; (c) How do the Apprentice Teachers in A2LP conceive of second language teaching and use those conceptions in organizing Spanish teaching? A qualitative approach, with participant observer perspective was adopted to understand from participants' perspectives the experiences of learning second language teaching. Data collection involved "naturally occurring texts" by instructors and ATs during 2014-2015. A grounded analysis was conducted examining instructional materials and ATs' responses to seminar prompts. In-depth analysis of naturally occurring texts from an eight-ATs sample was conducted using APPRAISAL analysis, capturing how through the use of language ATs presented their ideas, feelings and values towards second language teaching. Findings shown 'social facts' of A2LP representing four themes: (a) roles of ATs; (b) practices of Spanish teaching; (c) elementary students' language learning; and d) positive/productive classroom climates. As ATs made sense of their experiences learning teaching and teaching Spanish, they adopted different perspectives following a curve of learning and increasing participation, going from a focus on the individual to a focus on the complexity of second language teaching and learning. APPRAISAL analysis shown emerging patterns in the ways ATs with a similar profiles oriented their teaching, defined their responsibilities and organized teaching. Four orientations to teaching were identified: the attention to students' needs; ATs' personal grow as teachers; the procedures of teaching; and collaboration between ATs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]