Translanguaging as a pedagogical approach has disrupted traditional ways of teaching multilingual students. As such, it is common that translanguaging pedagogies are received with resistance in mainstream education, by both pre- and in-service teachers. Using a linguistic ideologies framework coupled with positioning theory and translanguaging, this study explores the perspectives of Mainstream or English-only Teacher Candidates (MTCs) towards translanguaging pedagogies in a mainstream teacher education program. In addition, this research examines how these candidates position themselves as teachers of bilingual and emergent bilingual students. Findings presented frame translanguaging as a tool for MTCs who can create inclusive translanguaging spaces for their multilingual students. In addition, the study describes how MTCs position themselves as translanguaging practitioners who genuinely want to better serve multilingual and emergent bilingual student populations. Implications for teacher educators and teacher preparation programs, from the perspectives of MTCs, are discussed as highly needed curricular material for their courses.