Against a backdrop of critical discussion over the fundamental relevance of university teacher educator programs in general, this study surveyed 102 second-language K-12 teachers in New Jersey on their perceptions of the relative priority of conceptual teacher knowledge (i.e., theory/research) and procedural teacher knowledge (i.e., practical instructional techniques) in university Second Language Teacher Education program coursework. Likert-type scale and open-ended response survey data communicate a higher priority for procedural knowledge over conceptual knowledge. As is demonstrated in related studies, in-service teacher perspectives are nuanced on this issue. By reporting on in-service perceptions in a particular geographic and discipline area, this study enriches our general knowledge of in-service teacher perceptions seen more broadly.