Although he may not have spoken quite as eloquently as the Bard of Avon, Ernie Page, the author's methods instructor at Penn State, once said that teaching English was less a subject and more a predicament. He was alluding to the many complexities and range of subject matter that constitute teaching the English language arts. In the 30 years since the author first heard those words, teaching in general and, more specifically, teaching language arts at any level has taken on much greater complexity. English classrooms now focus more purposefully on sociocultural, sociohistorical, and sociopolitical concerns, even as greater responsibility has been ascribed to those classrooms via the hegemonic predominance of high stakes standardized testing. And, as most teachers will testify, the rise in expectations for teachers and students in English classrooms has been accompanied by a decrease in time, support, and inclusion of teacher voice in classroom decision-making. Over the last two years, those on the CEE Executive Committee have wondered about the state of methods courses in the US, those courses that specifically address how, what, and why to teach in English/language arts classrooms. Their interest has been driven by a range of questions. There was a feeling within the CEE Executive Committee that through an investigation of something as basic to their mission as methods courses, those in the field of literacy teacher education could better understand these developing complexities and author some insight into their implications for teachers and teacher educators alike. This article describes the day-long colloquium which the CEE Executive Committee authorized and developed. Designed as an interactive workshop, the colloquium gathered together a number of teacher educators in order to generate the range of what methods courses might look like, what concerns this range addressed, and what issues remained.