This article discusses language sensitive teacher education across curriculum. First, we briefly discuss the importance of language sensitive teaching and take a look at studies on linguistically responsive teaching and teacher education. The results are based on a data from a questionnaire and an applied task in which student subject teachers (n=221) assessed second language (SL) learners’ writing skills and challenges of studying specific school subjects from learner’s proficiency perspective. We also report tentative results on the negotiation of language in a teaching intervention which integrates language and content. Our findings indicate that the student teachers are fairly well aware of their role as a language teacher as well but they mainly focus on the word-level phenomena in their language analysis. Finally, we discuss the challenges of developing teacher education to promote language sensitive teaching and language awareness across the curriculum.