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This study considers how pre-service teachers envision disciplinary literacy through an online social bookmarking project. Thirty secondary pre-service teachers participated in the project through an undergraduate literacy course. Online bookmarks and post-project reflections were collected and analyzed using a constant comparative approach to determine emergent themes. Results suggest varying levels of disciplinary knowledge among pre-service teachers, influences of pre-service teachers' envisionments on posted bookmarks, and considerations about standardized testing in disciplinary literacy instruction. Implications for teacher education are discussed in light of these results.