The problem of secondary teachers' resistance to becoming teachers of reading is well documented. Unfortunately, the dominant model for many courses and in-service presentations has been transmission--teacher educators presenting knowledge and strategies for improving adolescent literacy and then expecting preservice and practicing teachers to figure out the implementation part. This article describes an attempt to develop prospective teachers' understandings of adolescent literacy knowledge and practice within the complicated contexts provided by urban schools. The premise of our programmatic efforts and research is that secondary teachers will find connections between adolescent literacy and their work if they are provided appropriate opportunities for their own learning in complicated school contexts.