The emphasis on English language learner (ELL) education in the United States has shifted heavily toward integrated content and language instruction. Now, English for speakers of other languages (ESOL) teachers are expected to teach language through content areas, such as math, in an effort to meet the needs of ELLs. However, ESOL teacher education programs have thus far focused mainly on developing teacher candidates' (TCs') knowledge of language pedagogy, and have devoted scant attention to preparing TCs for teaching in content areas. This study focuses on the experiences of four ESOL TCs during their MEd TESOL program. The authors examined how prepared the TCs felt to teach in the content areas and what experiences best equipped them to integrate content and language. Overall, the TCs felt that their university coursework did not sufficiently prepare them to teach in the content areas. Instead, the path to integrating content and language was complex, aided primarily by hands-on experiences and mentor support during the internship, coupled with TCs' prior knowledge gained from undergraduate content area studies. The findings point to the need to offer more content-focused teacher preparation for ESOL teacher candidates, during both their coursework and practicum.