Graduate students who know strategies for second language acquisition are more prepared to advocate for appropriate instructional accommodations to facilitate engagement of English language learners (ELLs; Daniel, 2008). Obstacles to comprehension for ELLs are decreased when teachers use purposeful tasks that use language productively and meaningfully and identify cultural links to texts. Many graduate students who are certified teachers have voiced concern that they are not well prepared to make appropriate instructional accommodations for ELLs (McIntyre, Kyle, Chen, Munoz, & Beldon, 2010). Thus, it is important for teacher preparation programs to offer opportunities for future teachers to identify how to best plan and deliver instruction to ELLs and prepare them to differentiate instruction in ways that allow ELLs to achieve the literacy needed to succeed in school. Despite the growing body of research-based strategies for use in classrooms, there is little research on how teachers implement literacy instruction for ELL students. In fact, many teachers struggle to implement instructional approaches that have been proven to address the needs of ELL students. Therefore, the purpose of this study was to explore how a graduate reading methods course provides teacher candidates opportunities for reflection and prepares them to differentiate instruction in ways that allow ELL students to achieve the literacy comprehension that is necessary to succeed in school.