This qualitative multiple-case study examines the cross connections between the perceptions of elementary teacher candidates and teacher educators from three different universities. The data analysis specifically focused on candidates' preparedness to teach literacy. The interview data derived from nineteen candidates and three of their teacher educators. The findings suggest various alignments and differences between teacher candidates' and university teacher educators' perceptions of challenges and strengths candidates anticipate facing during their first year of teaching. This study has implications for teacher educators and serves as a reminder for the need to reflect on the content and methods that are being taught in order to create and shape the best possible learning experiences for students.