Similar to K-12 classroom teachers, literacy teacher educators are susceptible to high levels of stress and burnout. The objective of the present analysis was to add to the limited base of available literature and specific challenges and pressures experienced by literacy teacher educators in Texas (n=61). Data from an open-ended survey question were collected and analyzed using content analysis techniques and three separate coding phases. Data analyses resulted in the following five categories: External Accountability and Mandates, Conceptions about Literacy and Professionalism, Characteristics of Preservice Teachers, Appropriate Classroom Settings, and Literacy Curricula and Preparation Program Requirements. Three implications from these findings were described, along with recommendations for practice.