This mixed-methods study explored how participation in an intensive course on human-animal relationships impacted preservice teachers’ views about human-animal welfare and advocacy and animal-focused curriculum. Participants were 25 undergraduate students (24 female; 1 male) following a teacher education pathway. Participants completed the Animal Rights Scale, and their insights on assigned readings were captured through weekly journal entries and responses to summative prompts. Participants reported feeling increased responsibility to advocate on behalf of nonhuman animals and greater support of animal welfare during the post-course (versus pre-course) assessment, and participants’ weekly and summative responses revealed some of the nuances and internal tensions in their thinking about integrating animal-focused curriculum as part of their future professional practice. As teachers play key roles fostering humane literacy and engaging young people with actual nature and animals, these findings have implications for both education and higher education curriculum and initiatives.