This mixed-method study examined, through functional context theory, secondary pre-service teachers' retention of literacy assessments and interventions upon completion of their final field experience. Data were collected from undergraduate and graduate pre-service teachers in two formats: (a) a cross-sectional Likert scale and open-ended question survey and (b) a focus group. The results of the data collection demonstrated a deficiency in secondary pre-service teachers' knowledge and implementation of literacy assessments and interventions as a result of course delivery and a lack of inclusion across educational content courses.