Recently, researchers have called for more teacher education programs to embrace a practice-based framework for teacher education (PBTE) centered around core practices, but few studies have examined the impact of PBTE beyond coursework, particularly as it influences the instruction of emergent bilinguals. This qualitative case study follows the clinical teaching journeys of three preservice teachers PSTs to see how their participation in a PBTE program influenced their recognition and interpretation of core practices for L2 writing instruction within clinical teaching contexts. Findings showed that the preservice teachers PSTs recognized more practical than conceptual tools, and suffered from a lack of theoretical understandings in their interpretations. Implications for future research and teacher education are provided.