While a great deal of research is available to inform the definition of low literacy, its impact on local, state, national, and global levels, as well as commonalities that exist among those comprising this population, little is publicized about the perceptions held of this population by members of the general public. Yet, despite this identified gap in literature, one set of themes remain: individuals of low literacy are often a marginalized population, susceptible to socioeconomic vulnerability, and disadvantaged in matters of assimilation within many social constructs (Flynn et al., 2011; Martinez & Fernandez, 2010). Through this study, attempts will be made to formulate perceptions and understandings of low literacy among teacher candidates.