A qualitative, exploratory approach was utilized to examine the course experiences of 18 early childhood education PSTs enrolled in a three-credit undergraduate language and literacy methods course. Eight of these participants were enrolled in the course during the Fall 2019 semester while 10 participants were enrolled during the Fall 2020 semester, which was the first full semester of the COVID-19 pandemic. Data collection was informed by sociocultural theory and relied on four primary data sources: (a) an initial background questionnaire, (b) class session written reflections, (c) a reading and writing experiences lesson plan, and (d) reflective writing. After the conclusion of the semester, nine participants agreed to engage in an optional in-depth semi-structured interview. Through analysis of the data, four themes emerged. Theme 1 examined the early language and literacy experiences that contribute to the unique funds of knowledge that PSTs recognized within themselves related to language and literacy. Theme 2 identified the specific course experiences that PSTs identified as influencing their learning. Theme 3 considered how PSTs applied their knowledge of language acquisition and literacy development and instruction in the design and implementation of read aloud lesson plans. Theme 4 explored experiences of living and learning during the first full semester of the COVID-19 pandemic. These findings will support teacher educators as they develop course and programmatic experiences to support the development of PSTs into culturally responsive, intentional early childhood educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]