Little is known about how English to Speakers of Other Languages (ESOL) preservice teachers prior experiences/beliefs shape their learning process in teacher preparation programs although research on preservice teachers antecedents has offered insights into our understanding of how they learn to become teachers (Johnson, 1992, 1994). This monograph was written to contribute to such knowledge. After conducting a naturalistic study, the author found that ESOL teacher candidates background and prior experiences affect their learning and growth in important areas of their preparation. This book...