Guided by a sociocultural theory perspective, this qualitative study explores how conceptual understanding and teaching practices related to literacy evolved for two novice TAs of Spanish during and after an “Introduction to FL Teaching” seminar. In particular, this study sought to answer the following questions: 1. In what ways were participants’ everyday concepts of language learning and teaching evidenced in their reactions to literacy-based FL pedagogy and its application in their local context? 2. What were the conceptual learning outcomes of participation in a one-semester seminar on literacy-oriented FL pedagogy? 3. According to participants, which activities and tools from the seminar contributed most to their conceptual understanding of literacy-based FL pedagogy? 4. What difficulties did participants encounter when attempting to instantiate conceptual and pedagogical tools of literacy in teaching? How were their efforts to carry out literacy-based FL teaching constrained or supported within their local context?