Determining what to include in higher education courses can be complex. In teacher preparation, methods courses include both content and pedagogy instruction. Teacher educators often struggle to determine how to balance these aspects. Thus, this study examined the influences on teacher educators' instructional decision making. We focused on writing methods instructors because this content is often deprioritized in teacher preparation programs. The participants represented eight different institutions in one focal state. The results indicated that although the university context varied greatly, the lack of dedicated writing methods courses and challenges associated with field placements consistently shaped decision making. Similarly, participants shared overlapping responses related to decisions regarding designing the course content to address the needs of their students. Furthermore, teacher educators reported that the candidates themselves influenced instructional decision making. These findings and their implications are discussed.