The recommendations from the Bercow Review of services for children with speech, language and communication needs (DCSF, 2008a) have significant implications for the training of pre-service teachers who will be expected to be more able to meet the needs of such children. This article explores the potential within the Standards for Qualified Teacher Status, the key framework for the development of pre-service teachers in England, to support the implementation of the Bercow Report. The discussion focuses on three recommendations: that language is central, a human right; the need for early identification and intervention; and the development of a continuum of services around the family. The article reflects on a successful and an unsuccessful implementation of policy within pre-service teacher training to better illustrate the issues entailed in realizing Bercow Review recommendations within pre-service teacher education.