This brief explores the potential to leverage specialized teacher preparation to support students classified as English learners (ELs) in access to core content. Teachers with specialized preparation for working with EL-classified students were identified, using data from the Oregon Department of Education from 2013-14 through 2018-2019. Specialized preparation was defined as having an English for Speakers of Other Languages endorsement, Bilingual Specialization, and/or Dual Language Specialization. The relationship between core content enrollment and being taught by a teacher with specialized preparation was analzyed. Results indicated that rates of teachers with specialized preparation for working with EL-classified students had increased at all grade levels in Oregon since 2013/14 but still remained low relative to the overall teacher workforce. In addition, findings showed that almost half of middle and high school EL-classified students had at least one core content course taught by a teacher with specialized preparation for working with ELs. Finally, EL- classified students who had a core content course taught by a teacher with specialized EL preparation were more likely to enroll in core content courses the following year. Thus, findings suggest that expanding specialized teacher preparation for working with multilingual students may facilitate greater access to core content for EL-classified students.