In this chapter, we focus on bilingual pre-service teacher education informed by heteroglossic language ideologies in line with crosslinguistic translanguaging theory. In this regard, building on the conceptualisation of language ideologies, we focus on how ideological stances could influence pre-service EFL teachers in their journey towards becoming language teachers. We argue that pre-service teachers typically enter teacher education programs without any opportunity to deconstruct their unconscious ideologies, and thus, to free their minds from hegemonic teaching and learning practices, particularly monoglossic orientations. Such being the case, we focus on how best to prepare pre-service teachers to be more receptive to bilingualism for teaching their future EFL learners. To this end, we also draw on research that explores approaches in EFL pre-service teacher training which directly address the needs of bilingual learners. The chapter then continues with a pedagogical strategy, i.e., translanguaging, explained in detail in Chap. 6 and discusses how pre-service teachers can be introduced to, and develop an awareness of the phenomena, providing illustrations of the effectiveness of this approach with extracts from preservice teachers themselves. This chapter concludes with suggestions for teacher educators aiming to create spaces and opportunities to allow pre-service teachers to reflect on their future professional roles in bilingual education.