Academic literacy is essential for students’ success in higher education. Universities offer various forms of support directed at individual students’ development of such competence, and increasingly also initiatives tailored for specific educational areas (Hakim & Wingate, 2024), e.g. teacher education. This presentation therefore targets an academic literacies project where teams of subject lecturers from teacher education were invited to a series of workshops. The workshops included exploring, developing and critically reflecting on their own literacy practices under the guidance of literacy development practitioners (LPP). In alignment with the ideological stance found in the field of Academic Literacies (Lea & Street, 2006), this type of approach assigns responsibility for scaffolding students’ academic literacies on study programs rather than on individual teachers or even students. This presentation demonstrates how subject lecturers in teacher education describe their efforts to enhance academic literacy instruction. The study was guided by the research question: what opportunities and obstacles arise when teaching practices evolve towards subject integrated approaches to writing instruction in teacher education? We analyzed how subject lecturers, who had participated in the workshops, perceive and integrate academic literacies principles into their educational practices, using data from workshop output such as writing plans, questionnaires and follow-up interviews with subject lecturers. Data was initially analyzed using thematic content analysis (Braun & Clarke, 2006) followed by an examination through the sociocultural framework of Academic Literacies (Lea & Street, 2006). Results show a range of perspectives among subject lecturers on academic literacies including instances of broadened viewpoints. The results emphasize that collaborating with LPP can facilitate subject lecturers integrating academic literacies into the curriculum by making their tacit knowledge explicit and accessible (Jacobs, 2005; Wingate, 2019; Hakim & Wingate, 2024). While there are opportunities to enhance literacy instruction through strategies and theories, subject lecturers’ ability to implement these improvements is affected by time constraints, resources, policy documents and perceived gaps in competence. This study is relevant to Nordic educational research as it contributes insights into how subject lecturers develop their understanding of Academic Literacy and learn to implement such an approach in ways that make a difference to students. Although there are several published examples of embedded literacy instruction, there is still limited evidence of collaborations where university management has provided funding and teams of subject lectures have been given authority to implement these initiatives.