This study addresses public universities' policies and practices in the USA (United States of America) with a focus on public bilingual teacher preparation in Spanish-English programs (initial credential licensure and Masters of Education programs with, or without, endorsements). We questioned: "What do bilingual programs look like in public universities across the USA and particularly for the Spanish-speaking population?" With this purpose, we examined 78 bilingual programs in six states with high numbers of Spanish-speaking populations. We searched Websites and bilingual faculty postings, as well as randomly selected fifteen programs for phone interviews. The findings revealed inconsistencies in the implementation of bilingual teacher preparation programs in USA public universities and highlighted the need for further research on bilingual teacher preparation.