In this article, various aspects of official language policy in Quebec are seen as interacting with contested & contesting ideologies, as experienced by novice teachers in teaching English as a second or other language within the majority French school system. The context of TESL training in Quebec is described, focusing on legislative policy & the status of English in schools. This is followed by a discussion of problems encountered in the current educational context by students in a bachelor's of education in TESL program at an English university in Montreal, Quebec, Canada. Several concerns were identified through student responses to a questionnaire & from reflection on their student-teaching experiences. The resulting areas discussed here are the consequences of low student-teacher language proficiency (English & French); ambivalent or hostile attitudes toward English or English as a second language (ESL) on the part of students & teachers in schools; (non)use of English in the ESL classroom; low motivation of ESL students; & the nature of English language & culture in Quebec. Although none of these is unique to this context, the particular circumstances, history, & ideologies in this context are major factors in the government language policy, popular language attitudes, & second language education practice. For each area of concern, specific ways in which the teacher education program addresses these concerns are described, including excerpts from a student teacher-to-student teacher advice handbook. Appendixes, References. Adapted from the source document.