In this study, we examine two teachers' talk about literacy as they describe literacy events and practices throughout multiple contexts. We draw the theoretical framework of discourse and literacy as a social practice to illustrate the potential ways these first-year English teachers talk and have talked about literacy during their time as English methods students to their student teaching experience and, ultimately, their current contexts as first year teachers. Findings illustrate that the teachers assimilated and adapted their ideologies of literacy early but continued to evolve their understanding of literacy across various contexts. Implications for teacher education include the need for preservice teachers to consider multiple literacy events through multiple pedagogical and ideological lenses.