Informed by the narrative inquiry approach (Connelly & Clandinin, 1990), this qualitative study examined preservice teachers' narratives to investigate what they think, know, and believe in teaching English learners. Beyond just telling stories, narrative structures and meanings were examined with the goal of gaining insight of the preservice teachers' formulation of critical elements in teaching English learners. Five themes emerged from analysis of the narratives including: home language assumptions; schooling environment; English language proficiency; ESL accommodations; and critical awareness. Additionally, the analysis recognized that the preservice teachers' narratives positioned their identity, and reproduced a dominant middle-class view of learning. It further affirms that knowledge of teaching strategies, although important, is insufficient to help preservice teachers develop the sensitivities and dispositions to work with ESL students. This article also specifies areas for further investigation of preparing teachers of English learners and the use of narrative inquiry in teacher education programs.