This article describes a study that examines Canadian-born and internationally educated teachers' (IETs') self-perceived preparedness to teach English language learners (ELLs). The study employed a survey and interviews to examine teacher candidates': (a) level of empathy with ELLs, (b) sense of preparedness to teach ELLs, and (c) beliefs about their roles and responsibilities in multilingual classrooms. The study also explores the impact of teacher preparation to teach in multilingual classrooms. Findings suggest that IETs have a higher self-perceived empathy towards ELLs due to their shared backgrounds but personal experiences and empathy are insufficient for providing support and targeted instruction for ELLs. All teachers, regardless of their backgrounds, require appropriate preparation to address the needs of ELLs. (Contains 2 tables and 6 footnotes.)