Preparing teachers to support effective instruction of English language learners (ELLs) is an important dimension of today's teacher education programs, yet often difficult to enact. This paper reports on a comprehensive curriculum analysis of a range of teacher preparation programs at one urban college of education. This contributed to a comprehensive understanding of the needs of faculty and candidates in their beliefs and experiences with ELL pedagogy. Implications for modifying the delivery of programs to strengthen more effective instruction for ELLs is discussed.