As the number of multilingual learners in U.S. classrooms continues to grow, so does the need for teachers who are critically aware of how language, identity, and power unequally shape these learners' classroom experiences. Through the lens of translanguaging theory, this study aims to map preservice teachers' conceptualizations of language, linguistic competence, and teaching. It draws on qualitative analysis of written survey responses from 76 preservice teachers about their understanding of language, competence, and teaching upon entering their English as a second language (ESL) licensure program. Thematic analysis is used to identify strong, medium, and weak themes of the participant responses and to further evaluate the extent to which their views toward language, competence, and teaching reflect critical language awareness. Conclusions highlight the need to support preservice teachers' critical consciousness related to translanguaging. In mapping the translingual awareness of incoming preservice teachers, this study contributes to a more comprehensive understanding of where to start integrating translanguaging theory into teacher education curricula to support preservice teachers' critical language awareness, for which implications are offered.