The literacy-content dualism, which suggests that teachers must decide whether to provide literacy or content instruction, is a false dualism and adherence to it is detrimental to student participation in content-area reasoning, learning, and communicating. This article describes the experiences that prompted the teacher educators who authored this article to reconsider content and literacy instruction and their first steps to help preservice and in-service teachers confront and eliminate the literacy-content dualism. Suggestions for future research are made.