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This paper examines the impact of shifting literacy policies on teacher education, focusing on the transition from balanced literacy to the Science of Reading (SOR). Prompted by recent media coverage and legislative mandates, this study documents insights from a year-long qualitative study of a redesigned two-course literacy sequence for a teacher education program. The author explores how teacher educators (TEs) perceive their role in policy implementation and how these policies influence their decisions around course design. Using sensemaking theory and critical literacy as frameworks, this work illustrates the complexities of the teaching profession and benefits of collaboration, particularly as states across the country grapple with shifts in policy around literacy.