The enactment of the No Child Left Behind Act (2002) and the subsequent succession of legislative acts have had a profound impact on educational policy. An increased emphasis on teacher accountability and effectiveness led to the use of standardized test results to determine tangible rewards or punishments. In response, a culture of teaching to the test emerged. From this pedagogical shift, many students have missed out on developing literacies. As many of the students whose literacy environment at school consisted of standardized test preparation are now reaching the stage of college and career eligibility, post secondary educators are struggling to prepare these students for positions as future teachers. To address the discrepancies between college eligibility and actual college readiness, I propose that improving early and elementary literacy environments may enhance the knowledge, skills, and achievement of future educators. From a review of the literature, a three pillar instructional framework emerged, grounded in pedagogy, choice, and strategies.