Across the United States, school stakeholders are grappling with how best to serve the large and often marginalized student subgroup of emergent bilingual learners (EBLs), which includes preparing the wide array of teachers who work with EBLs. This mixed-method study probes one university's efforts to prepare teachers spanning settings from early childhood to high school, considering if and how participation in an EBL-focused graduate program influenced their understandings and practices in schools with large numbers of EBLs. Drawing from pre- and post program surveys and classroom observations, findings indicate that teachers shifted both perceptions and instruction as well as espoused roles as social justice advocates for EBLs and their families. Shifts connected to program curricula and experiences as well as the cohort model involving teachers in neighboring districts. Implications center on utilizing graduate teacher education to promote equity in schools via the preparation of in-service teachers.