This study examined the elements of [critical] multicultural awareness ([C]MA) and [critical] multilingual awareness ([C]MLA) identified in the pedagogical responsiveness of five literacy teacher educators (LTEs), the factors that influenced such awareness, and the ways in which these forms of awareness shaped educators' pedagogical responsiveness in literacy. Findings based on data from LTEs' Scholarly Personal Narratives (SPNs) and comprehensive bi-weekly reports showed that educators reflected certain elements of [C]MA and [C]MLA as they worked with teachers to support writing instruction for culturally and linguistically diverse students (CLDs). Factors influencing awareness were assumptions based on otherness and teaching experience, positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators' pedagogical responsiveness as they developed the ability to capitalize on linguistic and cultural difference. Implications for teacher educators' awareness and responsiveness are highlighted.