This work examines Ecuadorian teacher trainees' self-reported pedagogy. Data gathered in focus groups documents participant' pedagogy, what they stated they learned about teaching in diverse contexts, and the challenges they anticipate as they prepare to begin careers as English language teachers. A constant comparison method was used to determine and cross-reference emergent themes in the data. Findings suggest a disconnect between the objectives of trainees' program of study and what the future teachers stated they need to know to be ready to implement in their practice.