The elementary teacher education program at the U-M focuses on our U-M student’s learning of core instructional practices that have proven effective in supporting children’s learning. Yet, we have much to learn about our elementary teacher education students’ understanding of these practices and their ability to enact these practices while taking our courses and once they begin student teaching in local K-5 classrooms. What do elementary teacher education students learn about core instructional practices during our courses? How well does that learning transfer once they are outside of structured coursework and interning in local classrooms? Is there something more we can do in elementary teacher education coursework to support student teachers’ learning? This project focuses on the core instructional practices of modeling reading strategies and facilitating discussion because they highlight important aspects of engaged learning. If U-M teacher education students can model their thinking process as they use reading strategies, they will be able to communicate the skills of being a reader in ways that children can understand. To facilitate a discussion with children effectively, U-M students must learn to communicate clearly, collaborate with children, and promote collaboration among children. Finally, to transfer core teaching practices from the sheltered environment of U-M to live K-5 classrooms requires our students to demonstrate agency and risk taking. This study will lend insight into our student teachers’ engaged learning, their ability to transfer this learning outside of structured courses, and how we might improve our courses to better support such learning.