The much-criticized Reading Instruction Competence Assessment (RICA) is not aligned with current Common Core literacy standards, is expensive, has a low pass rate on the first try of 66%, and keeps People of Color from joining the profession (California Commission on Teacher Credentialing, 2019). The test maybe replaced with coursework. Critics argue there is a disconnect between research, what is taught in teacher preparation, and classroom practice (Feiman-Nemser &Buchman, 1985), so this explanatory, mixed-methods study collected ideas from all three about components of the replacement coursework and how they should be assessed. An online survey asked the 233 respondents to rank the importance of concepts from the literacy Teacher Performance Expectations (TPEs) and consider time allotment of various instruction and assessments in literacy courses. Themes from the open-ended survey questions were member-checked and elaborated on during the same-role, video-conferenced focus groups. From both the survey and focus groups, participants expressed that the time spent on test preparation for teacher candidates could be improved by replacing it with more emphasis on foundational literacy, writing instruction, and culturally sustaining pedagogy (CSP). Additionally, participants argued for state of California support for schools recommending curriculum and professional development for existing teachers in the needed areas. [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.]