This study draws on research conducted with participants of a professional development project focusing on serving the needs of English language learners in U.S. public schools. We analyze the reflections of two preservice teachers as an assessment of our ability to meet our goal for social justice in teacher education. Qualitative analysis of the data reveals a view of teaching as a nonlocalized activity, beliefs that teaching is a neutral act, superficial acknowledgment of cultural issues, and contradictory attitudes about ESOL/bilingual education. We identify areas for enhancement in our teacher-education program to move beyond reductionist views of teaching and work toward culturally responsive pedagogy.