We are well into phase two of the study on literacy teacher educators in four countries having interviewed 27 of our 28 participants. In this phase we have been looking at goals for their preservice literacy courses, teaching style, and pedagogies. One of the most interesting series of questions has to do with assignments. I have found that asking professors about their assignments tells a great deal about their goals. We have classified assignments into a few categories: digital-related assignment (e.g., digital essay), literacy autobiography, reading logs, lesson plans, curriculum units, portfolios, case study of a child, and assessment-related. There has been remarkable consistency in the types of assignments. Interestingly, almost all feel that the workload is demanding. A question we as a research team and as experienced literacy instructors are asking ourselves, Is the workload too heavy? Clare