This article reports on the findings from Years 1-3 of a practitioner research study on infusing critical pedagogy in mandated Sheltered English Immersion (SEI) courses for preservice teachers (PSTs) in a public, predominantly white institution (PWI). Our analysis problematizes discourses of transformation and reproduction of in/equity in preservice students' interpretation of critical sociocultural frameworks in SEI. Findings from the pre-/postwriting show competing discourses of recognizing problems of inequitable schooling for ELLs while rearticulating ELL-as-problem.