This is a mixed-method research study of the language ideologies of 180 teacher candidates enrolled in the English-as-a-Second Language (ESL) teacher preparation program at a large public university in the United States. The theoretical perspectives of critical pedagogy and language ideology form the framework of this study. The data collection and analysis procedures encompassed different types and sources of data to ensure a triangulated data set. Data included teacher candidates' responses to a language survey, open-ended questions and interviews. The reliability of data analysis was ensured with the inter-rater technique. Findings of the study suggest that there were six major language ideologies held by the teacher candidates and that relevant demographic and experiential variables influenced some of these ideologies. The study concludes with practical and research implications for language teacher education.