This study examined whether elementary and secondary pre-service teachers’ previous enrollment in a literacy across the disciplines (LAD) course and program enrollment (elementary and secondary) influence their beliefs about, and pedagogical knowledge of, LAD. Data from 225 undergraduate students registered in a teaching education program were analyzed using both univariate and multivariate analytic methods. Results indicated that prospective teachers who are currently taking the LAD course or have taken it previously not only harbor more positive beliefs about LAD instruction but also are more knowledgeable in LAD than those who did not take the course. We suggest future inquiry investigating how to develop more effective and authentic formats of LAD courses in teacher education programs.