This article discusses teacher educators' response to how teacher education programs should prepare prospective teachers to be teachers of English language learners. In the case study presented, the authors note that discussions have ensued about whether teaching English language learners (ELLs) should be addressed through separate coursework or whether content areas (e.g., English language arts) should infuse this content into already existing disciplines. Though content fields, such as English language arts, have been encouraged to address the teaching of English language learners, Lucas and Villegas (2011) assert that teacher education programs have yet to adequately address the needs of ELLs throughout the curriculum. Findings illuminate the connection--and sometimes conflation--of the aims of teaching diverse learners and teaching ELLs, the importance of teacher education coherence, and the value of a partnership approach to the teaching of ELLs.