Two faculty members involved in preparing future teachers to teach literacy investigated the evolution of ten students approaches to teaching reading and writing as they went from undergraduate courses to student teaching. Using data collected from interviews and student teaching observations, the study helps to understand the development of teachers literacy teaching practices and beliefs, and suggests ways to improve teacher preparation courses. Most importantly, the study demonstrates the need for the continued support of novice teachers, particularly in regard to assessment, grouping for reading instruction, and allowing for the gradual release of responsibility during lessons. Additionally, the study illustrates the benefits of teacher educators staying connected with the challenges of real classrooms.