The role of English in Israel is important to the country's prosperity. However, Arab students' results are low on national exams, which could be due to a variety of factors. This paper focuses on the training of Arab English teachers as per the directives of the Ministry of Education, particularly the Academic Class practicum. Using both Legitimation Code Theory and Appraisal Theory, this study compares the propositional content of the practicum programme provided by a teaching college in central Israel, with the educational orientation of Muslim Arab student teachers. Results reveal a 'code clash' between the curricular policy and the student teachers, shedding light on ways to re-scaffold the practicum to work towards a 'code match'.