This chapter explores how teacher education in Australia can better respond to the realities of a plurilingual society shaped by its Indigenous heritage and history of migration. Despite Australia’s multilingual demographics, its education system remains largely monolingual, leaving many teachers underprepared to support linguistically diverse learners. The chapter critiques existing approaches, such as genre pedagogy and the science of reading, for their limitations in addressing plurilingual learners’ needs. It introduces the term 'plurilingual pedagogical knowledge' as an expanded concept of pedagogical language knowledge that integrates pedagogical translanguaging as a central element of teacher competence.