This article is an analysis of one undergraduate English language teacher education program's integrative theoretical framework that is structured around three pillars: interdisciplinarity, critical pedagogy, and teacher exploration. First, the authors survey the unique complexities of language teaching and learning. Then, they introduce this particular English language teacher education program and its three-pillared theoretical framework, focusing on how these pillars contribute to the program individually and integratively. The authors include examples of how this framework has manifested in program graduates' own professional practices. They conclude with considerations of the role of integration in this framework and program of study.