This chapter examines the transformative journey of teacher education (TE) students as they develop plurilingual pedagogical knowledge to support explicit literacy instruction in science education. Focusing on the intersection of language, literacy, and disciplinary learning, the study investigates how eleven TE students engaged in a nine-week language and literacy pedagogy course—combined with practicum experience at Metro College, an Intensive English Centre—expanded their understanding of scientific discourse. Through literacy workshops and interactions with plurilingual learners, participants reconceptualised the role of language in science, recognising its abstract and complex nature and the need for linguistically responsive teaching approaches. Findings highlight how professional learning experiences can shift preservice teachers’ perceptions, fostering greater awareness of how disciplinary language shapes meaning-making in science. Ultimately, this chapter illuminates the ways in which developing teachers negotiate their own literacy identities while learning to support students’ engagement with the language of science in diverse educational contexts.