This review poses an increasingly common--and increasingly urgent--question in the field of teacher education: How can teachers best be prepared to educate Latina/o bilingual learners? The answers that the authors offer here challenge some of the prevailing assumptions about language and bilingualism that inform current approaches to teacher preparation. To work effectively with bilingual learners, the authors argue, teachers need to develop a robust understanding of bilingualism and of the interactional dynamics of bilingual classroom contexts. Unfortunately, the conceptions of language and bilingualism portrayed in much of the teacher-directed literature fall short of offering teachers access to such understandings. In this review, the authors will make the case for developing materials for teachers that reflect both more up-to-date theoretical understandings of language practices in bilingual communities and a more critically contextualized understanding of the power dynamics that operate in bilingual classroom contexts. The authors recognize that helping teachers come to these more robust understandings of bilingual language practices and the interactional dynamics of bilingual contexts implies an ideological shift for educators--and teacher educators--in the United States. Here, the authors will explore the power and limitations of teacher agency in opening up spaces for rich, authentic learning for bilingual children in school. (Contains 1 note.)