In this study, the researchers explore how teacher candidates (TCs) across one content area literacies course and one bilingual education course engaged with their past linguistic experiences through two literacy autobiography assignments across the two separate classes. Borrowing from culturally sustaining, multiliteracies, and translanguaging pedagogies, the researchers examined students' associations with their past language and literacy experiences. Findings demonstrate that the assignment allowed participants to examine past linguistic experiences which informed their considerations of themselves and their future students as enactors of language and literacy. The researchers examine how a culturally sustaining, translingual, and multiliteracies approach may help TCs view their own and their future students' literacy repertories as texts.