This qualitative case study presents findings from research focused on the preparation of elementary teacher candidates (TCs) and the instruction of English learners (ELs) in the general education classroom. Set within the context of a literacy methods course on second language acquisition, this inquiry goes on to explore the influence of such experiences as TCs move into their roles as novice classroom teachers. Utilizing praxis as a means of supporting TCs as they move from preservice to novice teachers, this research examines the impact of course-embedded opportunities to learn about the instructional needs of ELs. Findings revealed that course-embedded opportunities supported teachers in developing capacity for the awareness and tensions in teaching ELs, reinforced understandings related to both social and academic language, and provided occasions to own the role and responsibility as a teacher of ELs. Implications for novice teachers, teacher education, and research are discussed.