This paper explores how prospective teachers across five geographic and educational contexts constructed understandings of equity literacy within literacy methods courses. Artifacts of what equity "looks like" in prospective teachers' field placements in early childhood, elementary, and secondary literacy classrooms were analyzed from three theoretical perspectives attending to the materiality, discursive practices, and pedagogy of literacy. In doing so, this study emphasizes a need for sustained and multifaceted attention to equity literacy as a means to address opportunity gaps pervasive in American education. Given recent attacks on equity literacy practices, further opportunities for cross-institutional collaboration and conceptual eclecticism are shared.