This study explores university-based teacher educators' and undergraduate students' engagement with literacy coursework that meets the requirements of state accreditation while also developing instructional practices that honor the languages and literacies of racially, culturally, and linguistically diverse children. In this dissertation, the author describes challenges and affordances identified in a year-long study of a two-course literacy sequence on elementary reading and writing instruction. More specifically, the author explores how the instructors and preservice teachers navigate their understanding of the processes that support early literacy instruction and foundational skills of reading and the complexities at play as elementary schools grapple with shifts in K-5 literacy curricula to align with the Science of Reading. The dissertation concludes with recommendations for teacher education programs and early literacy instructional settings, in response to expectations to enact scripted lessons and routines, while finding ways to leverage children's home languages and cultural practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]