At a time when Dual Language programs are growing exponentially, educators' conversations revolve around the challenges to identify, name, and confront the pressing issues in effective preparation and continued professional development for bilingual teachers. Currently, the preparation for candidates varies across university programs despite state and national academic standards for the profession. Differences and emphasis in curriculum, field experiences, and state certification provide a myriad of program alternatives. However, one common thread amongst teacher preparation programs is the wide diversity in the candidates' bilingual competencies. This research examines the multi-dimensional aspects of bilingual teacher preparation slated to meet the demands of dual language programs. The importance of this research is not only to identify and name the current challenges in preparing highly qualified bilingual teacher candidates in California, but to also discuss implications and recommendations in the careful preparation of culturally and linguistically competent teachers and the faculty that prepare them.