The continued evolution of second language programs in Canada urges teacher educators to re-examine the pre-service programs in post secondary institutions. This reflective article presents the impact of the added dimensions of culture and identity issues on teacher education programs. Teacher educators are invited to revisit the conceptualization of their teacher education programs as well as the planning of their courses. Furthermore, a review of challenges identified by the graduates of second language programs, such as the level of mastery of the second language as well as the limited fluency in the area of social and vernacular language underlines the importance of careful planning of language learning tasks and experiences. However, professional learning communities are needed to create strong partnerships between teachers, administrators, teacher-educators and researchers to discuss how to create ideal language learning environments to ensure that all students attain the ultimate objective of our second language programs, that is to become bilingual citizens.