This article shares insights developed by two US-based professors as they co-taught an introductory ESOL education course within a teacher education program at a major Chinese university. Namely, the authors discuss how their perspectives on curriculum and instruction for Chinese pre-service teachers were enriched by their experience teaching in an early childhood education program in China. Employing qualitative data analysis methods to reflect on teaching and classroom interactions, the authors identify strengths and challenges of delivering an education course in China and share recommendations for improving teacher education courses for Chinese-speaking students, particularly those who intend to study abroad in US higher education contexts.