How do secondary teacher candidates learn about their responsibility for the ongoing literacy development of their students? How do they gain the understandings and knowledge of instructional practices necessary to meet this responsibility within their content teaching? The authors document three stages of development their students progress through in the two integrated preservice courses they teach. In the first stage of "naive wonder," the students exhibit enthusiasm for adolescent literacy development but provide only superficial, simplistic, and cliched responses. At the stage of "dawning realization," students begin to recognize the challenges involved and shift their focus from themselves as teachers to their students as learners. By the end of the two integrated courses, the students were in the third stage and approaching their responsibility for literacy development with intellectual rigor. (Contains 2 tables.)