Preservice teacher education must support teacher candidates (TCs) in developing both an emerging vision and a beginning repertoire of practice. Social justice teacher education and practice-based teacher education are well positioned to collaborate in supporting TCs in developing justice-oriented visions (JOVs) and learning to enact them in practice, though they must wrestle with the degree of complexity that TCs can navigate at the intersection of justice and practice. This multiple, holistic case study explores to what degree two TCs can manifest their JOVs in practice. Findings reveal how the distance between vision and practice varies by learning goals, classroom roles, and linking school to society. The discussion further explores the role that the discipline of English language arts plays and the way that critical pedagogical approaches emerge in the TCs' visions and practice. The article concludes with implications for teacher education at the intersection of justice, practice, and vision.