This study draws on research regarding content-based second language instruction and metalinguistic awareness, and observes a teacher who attempted to put the concomitant ideologies into practice. The research questions used to guide this study were as follows: a) How does a third grade bilingual teacher encourage and promote student linguistic and metalinguistic awareness during content instruction?; and b) How did third grade bilingual students demonstrate linguistic and metalinguistic awareness? The thematic analysis revealed six pedagogical strategies that appeared to influence the students' development of linguistic awareness and students demonstrated metalinguistic awareness across content areas. We will discuss possible connections between teacher language ideologies and the development of student linguistic awareness.