This article examines the responses of European American monolingual English-speaking preservice undergraduate education majors to critical issues related to the education of language minority students in P-12 schools. Data analysis of autobiographies, journals, portfolios, thematic units, position papers, and case studies indicated a correlation between levels of reflectivity and levels of engagement in critical social consciousness by the participants. Implications for the preparation of teachers point to ethical and moral challenges for teacher educators when preservice teachers do not engage in critical reflections on sociocultural factors that affect the academic achievement of linguistic minority students. Recommendations include systemic infusion of knowledge about and practice with English language learners across disciplines in teacher education, dialogical and collaborative reflective practices among teacher educators, and stricter teacher licensing requirements.