In this article, the author provides a conceptual framework to guide the design of coursework to prepare teacher educators. Given the absence of a stronger research base to inform the preparation of novice teacher educators, the author argues that theoretical perspectives focused on K-12 preservice teacher learning can be a useful heuristic for decision making in a course for novice teacher educators. To illustrate the application of this framework, the author provides examples from a course on the pedagogy of teacher education oriented toward critical, social justice-oriented pedagogies that the author created and taught to a group of doctoral students who were learning to become teacher educators. By illustrating how the preservice teacher learning framework she proposes guided her own course decision making, the author aims to provide others with a guiding framework for facilitating the learning of novice teacher educators.