Many bilingual preservice teachers in Texas are not able to get certified because of language limitations. Although they have grown up listening and speaking their native language at home, with family and friends, many face challenges when using academic language in a formal setting. There is a mismatch between their language level and their actual performance. This qualitative study explored Latina preservice bilingual teachers' language proficiency levels in oral and written academic language skills during a bilingual methods course as part of the requirements for teaching certification. The participants learned about their language strengths and areas of needed improvement through diagnostic assessments; they worked on improving their language before taking a high-stakes test for bilingual teaching certification. Then data from the assessments was used to plan and tailor instruction to meet the linguistic needs of the participants. The study found participants had increased awareness of language strengths and needs; gained confidence in their language ability to speak and write using academic language. A strong recommendation for all bilingual educator preparation programs is to set minimum language entry requirements of early advanced in the target language, identify language strengths and needs as early as possible; tailor instruction targeting academic oral and writing skills, and provide opportunity for the bilingual candidates to learn about their language ability at early stages in the program.