Considering the low proficiency rates in reading for fourth and eighth graders (NCES, 2022), state policy mandates are requiring evidence of teacher preparation in the Science of Reading to impact literacy learning. We examined how our graduates as new teachers describe literacy teaching and learning in urban settings and factors that helped/hindered them within restrictive policy contexts. Findings indicate that some novices presented a narrow, skills-based view of literacy mandated within a prescribed curriculum. Others, having more autonomy, described a comprehensive conceptualization of literacy. Teacher concerns associated with new/multiple curricula and little preparation suggest the need for increased university-school partner collaborations connecting teacher preparation to first-year experiences, including professional learning, follow up, and ongoing coaching during the induction years.