While literacy courses are common in preservice teacher education programs, many secondary teacher candidates struggle to the see the relevance of literacy to their professional work. By exploring literacy in relation to personal, professional, and disciplinary identities, teacher candidates may better be able to embrace literacy integration as an important part of their larger professional work. This study examines how two teachers, Emma (art) and Lisa (physical education/dance), evolve in their understanding and implementation of literacy during a one-semester secondary literacy course. Given opportunities to engage with literacy through reflection on their personal experiences and within discipline-rich professional contexts through lesson planning, these two teachers demonstrate subtle but important shifts in both literacy use and perspective toward the role of literacy in their future professional practice.