For several decades, English language learners in P-12 setting were initially viewed from a deficit perspective (Valenzuela, 1999) in which they were unfairly and unjustly compared with the dispositions, experiences, skills, etc. of their native-speaking counterparts. In recent years, however, these learners are increasingly considered from an asset-based perspective (Bartlett & García, 2011) in which their cultural and linguistic resources are being identified, understood, and valued. This paper thus provides an overview of a course unit on the funds of knowledge approach embedded in a ESOL culture and education course for preservice elementary education teachers. The goal of the unit is to acquaint students with the funds of knowledge approach while also equipping them with specific strategies and techniques for incorporating English learners' funds of knowledge in their future classrooms. The paper begins with a summary of the history and principal tenets of the funds of knowledge approach and an overview of critical pedagogy, another theoretical framework which structured the course unit. The paper then outlines the readings, activities, and resources which constituted the multi-day course unit along with a rationale for including these resources in the unit. [For the full proceedings, see ED656038.]