To examine the differences between a foundations course in literacy versus a traditional methods reading course for preservice teachers, this paper explained the assessment, required readings, and pedagogical approaches for a foundations course in literacy at a small liberal arts university. The on-going tensions to not marginalize a required content area literacy course needed for state certification requirements were analyzed. By analyzing my own complex course, "Fundamentals of Literacy Learning," and defining my research question (What extent does a teacher education course challenge preservice teachers to think deeply about their own "best practices" for use in the K-12 classroom?) refined my own instructional practices by reflecting on assessment, teaching, and learning in my interactions with graduate students. These findings have the potential to encourage other colleagues to document the pedagogical approaches involved in teaching critical pedagogy for other teacher education programs.