Using Self Study in Teach Education (S-STEP), this research examined the ways in which my utilization of Linguistic Landscape (LL) as a pedagogical tool contributed to developing teacher candidates as future educators. In doing so, this study aims to highlight the use of LL as an effective pedagogical tool for developing Critical Multilingual Language Awareness (CMLA) and curriculum development, while recognizing the role of the teacher educator in fostering that development. This study was conducted in a 16-week Instructional Planning and Advocacy for Multilingual Learners course at The Ohio State University. The main sources of data were teacher educator and teacher candidate self-reflections. A combination of thematic and axial coding was used to analyze and interpret the reflections. Findings demonstrate that working with the LL developed teacher candidates' CMLA through fostering their knowledge of languages, awareness of plurilingualism, and knowledge that language is socially created and changeable. Additionally, working with the LL developed teacher candidates' knowledge of curriculum creation and alignment. Utilizing S-STEP explored the role of the teacher educator, highlighting connection points used to transfer CMLA and curriculum knowledge to teaching contexts. S-STEP is necessary for bridging the gap between developing individual knowledge base and experience in the LL and transferring that knowledge to future classrooms. [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.]