Although there may never be consensus on whether great teachers are born or made, there is more than enough evidence pointing to the latter that any discussion on excellent literacy instruction must begin with those charged with providing that instruction. How were they prepared to enter the field? What is the breadth, frequency, and quality of their ongoing professional learning? Do they have awareness of the cultural and societal factors that impact students and educators and an ability to navigate and dismantle oppressive forces? This brief discusses the importance of and need for rigorous research-based literacy teacher preparation programs, ongoing professional learning, and social justice education for literacy teachers. It expands on the first of four tenets (Right to Knowledgeable and Qualified Literacy Educators) that compose the International Literacy Association's "Children's Rights to Excellent Literacy Instruction" position statement (see ED613910).