This study explores the possibilities and tensions that emerged when preservice teachers integrated both the science of reading and a culturally sustaining framework when learning about and teaching reading comprehension. Utilizing a constructivist grounded theory methodology, this research draws on data from interviews, student coursework samples, and a researcher journal collected over the course of a semester. During data analysis, four emergent themes were constructed: managing the multiple realities of teaching reading, leveraging background knowledge, navigating biculturalism and inequities, and negotiating a teacher's role. Findings illustrate the complex relationship between theory and practice when preservice teachers draw on students' linguistic and cultural resources within a structured science of reading framework. Findings prompt inquiries for further exploration related to engaging bilingual students' assets to build on foundational reading skills. This research suggests that an integrated approach to the science of reading and culturally sustaining practices would require more responsive curricular materials and training and stronger communication pathways between general education and bilingual programs. [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.]