In this article, the authors explore the ways in which a selection of student teachers from two universities in Canada expressed their feelings of preparedness to teach literacy in elementary classrooms. The student teachers had experienced various approaches to literacy teaching as they progressed through their teacher education program. These student teachers had been in either cohort-based programs or a course-based program. The authors present the student teachers' voices, taken from interview transcripts, and juxtapose them with current theory and research on teacher education.