English language learner (ELL) students in K-12 schools in the United States need to develop both English language skills and content-area subject knowledge using English as the medium of instruction. As such, teacher education programs that specialize in K-12 ELL teaching are tasked with preparing teacher candidates to integrate language teaching and K-12 content-area learning. This, however, requires ELL teacher education programs to draw on and integrate theories, techniques, and knowledge from not only applied linguistics and second language acquisition, but also content-area education. This study investigated the current state of TESOL programs in the United States, focusing on their coverage of knowledge bases, the orientation of their coursework (language focus vs. K-12 content focus), and faculty expertise (applied linguistics vs. education), through a survey (n = 78) and interviews (n = 11) with TESOL program directors. Findings are discussed by comparing programs that offer K-12 ELL teacher licensure and programs that do not. The implications include a call for interdisciplinary approaches in ELL teacher education.