Research in sociolinguistics offers important understandings of the social dynamics impacting how language is acquired, used, perceived, and treated in the U.S. and beyond. It provides opportunities to critically examine societal structures and attitudes surrounding language (including personal beliefs) that create and uphold social and racial hierarchies--a worthwhile pursuit for any educator. Teachers of composition are implicated by these and other social, linguistic, raced, gendered, and political realities, which not only affect students and themselves, but also reflect and maintain pedagogies and the educational systems. In the graduate course the author describes in this article, Sociolinguistics for Language and Literacy Educators (SLLE), students examine research in sociolinguistics to better understand how language and society are entangled. Through this examination, they contemplate how and why teachers of language and literacy might better understand and address such interrelations. This course serves as one example for how graduate programs in composition and rhetoric might develop seminars that introduce to new teachers the relevant and too often overlooked scholarship coming out of sociolinguistics. The graduate seminar is part of the Master's Program in Language and Literacy at City College of New York (City College).