Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators' efforts and challenges in providing preservice elementary teachers with opportunities to learn about educating students learning English as an additional language. A key finding is that all teacher educators who participated in this study felt responsible for and made efforts to guide teacher candidates to educate linguistically diverse students in elementary classroom settings, but they did not work toward this goal collectively or cohesively. Implications for integrating preparation of teachers to work with English learners in preservice teacher education, such as distributed leadership among faculty, are discussed.