High-quality literacy teacher preparation is critical for K-12 student success and an important topic. Teacher educators must develop instructional capacity and competence among preservice teachers, and the current study sought to discover how literacy teacher educators promoted understandings with curriculum, instructional approaches, and resources among preservice teachers. Using Bandura's Social Cognitive Theory, we retrieved relevant survey data and examined reported preparation practices qualitatively. Our findings were congruent with preparation practices reported in extant literature for developing instructional capacity and competence among preservice teachers. Findings also revealed an imbalance with preparation practices, from which recommendations for literacy teacher educators were made.