The pedagogical innovation of this study is self-reflexive inquiry into language, culture, and identity. This work was conducted in a course on Cultural Diversity and Education serving 76 culturally and linguistically diverse undergraduate students, many of whom planned to become teachers. Through analysis of a Personal Language Inventory and other assignments and surveys, we surface the range of beliefs these diverse students hold about language, prompted by reflective activities, including the impact of their experiences with linguicism and the tensions and variations they report on dominant language ideologies. We highlight potential openings for transformation and argue that a deep understanding of the often-unexposed language ideologies of potential teachers before and as they enter teacher preparation programs is a necessary first step toward developing coursework and experiences that will help guide them toward more expansive views of language. Such expansive views may impact future teachers’ practices and student learning opportunities, particularly important in classrooms of linguistically diverse learners