The number of students designated as English language learners enrolled in U.S. schools is rapidly increasing, and because of this shifting cultural and linguistic landscape, it is essential that all teachers have the skills to effectively work with students who have a language other than English spoken at home. Using the framework of exemplary teacher studies in the field of literacy, the author examined the knowledge and experiences of two Latin@ teachers of emergent bilingual learners. Findings suggest that the teachers exhibited three significant characteristics as they worked to meet the language and literacy needs of their students. These characteristics included an ethic of relationship building, decision making based on shared knowledge, and a resolve to expand their discourse community. The author outlined foundational tenets for teacher educators as they reenvision the notion of the exemplary teacher in preparing all preservice teachers to be confident, exemplary teachers of linguistically diverse learners.