Unlike states with established immigrant populations, Indiana is a new immigration gateway state that is developing its infrastructure to address immigrant needs. Indiana's English learner (EL) population between 1999 and 2018 has grown by 550% from 9,114 to 59,255 students. Of the current 59,255 ELs in K-12 schools, 24% are immigrants. Employing a collective case study, this article examines how Indiana university faculty prepare pre- and inservice teachers to address the needs of emergent bilingual immigrant (EBI) youth. While there are institutional constraints that impact how EBI youth needs are met, faculty in EL licensure programs are addressing these needs by explicitly facilitating activities that promote respect and develop empathy through perspective sharing. Despite underdeveloped social infrastructures for EBI youth and EBI teachers in Indiana schools, implications suggest that a methodical inclusion of immigration history, perspective-taking, and critical self-reflection can facilitate teacher identity development, and foster their stances of advocacy for EBIs.