As the Hispanic population in the United States continues to grow, Spanish teachers are increasingly responsible for incorporating heritage language (HL) research and practice into their curriculum design. However, many language teacher preparation programs in the country are not tailored to equip future HL educators, focusing instead on second language acquisition with limited offerings in HL pedagogy. This study conducts a needs analysis assessment by using survey data from 51 in-service teachers and conducting interviews with a subset of these teachers. Employing mixed-methods analysis, the data were examined through descriptive statistics and a grounded theory approach, framed within Latinx Critical Race Theory. Data analysis of survey responses reveals a significant gap in HL pedagogy training, with teachers having minimal formal preparation and encountering several challenges such as developing their SHL students' literacy skills and addressing varying levels of proficiency, among others. In tandem with these findings, analysis of interview data highlights teachers' lack of confidence in addressing the needs of SHL students, insufficient support from their school districts in financing ongoing education to address SHL student needs, and the detrimental effects of negative attitudes towards SHL learners' varieties, among others. These challenges are attributed to both insufficient teacher training and systemic issues within educational systems, which often neglect the needs of Latinx students. Thus, teachers advocate for the integration of HL-focused training in teacher preparation programs to address these challenges. Additionally, pedagogical implications are discussed considering the most pertinent findings from this research. The results of this study yield significant implications for the fields of language teacher development and HL education, emphasizing the pressing need for comprehensive HL pedagogy training to better support the diverse needs of SHL students. By addressing these challenges and providing targeted professional development, educators can enhance the educational experiences and success of HL students. [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.]