This article systematically reviews and critically appraises the research published since 2000 on preparing preservice teachers for English language learners (ELLs). Employing Feiman-Nemser's framework for teacher learning, the authors address what the research suggests about the nature and outcomes of preservice learning opportunities offered to mainstream teachers for teaching ELLs. The review sheds light on how preservice teachers learn to teach ELLs and the learning opportunities they are offered to support this process.