The study investigates the journey of the PRDE's PADE Academy accelerated English teacher preparation program, in preparing special recruitment and permanent PRDE teachers for the English content area re/certification. Through qualitative research using a case study design, the research examines various aspects of the program, including academic offerings, logistics, and participant experiences. Participants enrolled in the PADE I English Academy cohort at UPR-RP were diverse in background and geographic location yet shared a common goal of enhancing their English teaching skills. Data collection methods included surveys, interviews, and coursework analysis, revealing themes such as learner-centered approaches, translanguaging, phonetics, self-reflection in their teaching practice, and interaction with peers. The PADE Academy emerged as a transformative space that enriches participants' personal, academic, and professional development. Post-structuralist principles inherent in the program promoted diverse perspectives, challenged binary oppositions, facilitated transformative learning, and encouraged reflective practice, ultimately fostering dynamic and effective teaching practices for the benefit of teachers participating in the academy and their students alike. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]