This presentation briefs on a four years? teacher training experience within a master program for graduate Language students. Our aim is to develop a research partnership with the enrolled students and, as a result, to improve learning in the schools where the findings are applied. The research consists in identifying the methodological stereotypes that prevent Language teachers from effectively facilitate their students? deep understanding of the subject matter. We look for solutions to deconstruct such stereotypes. In this respect MI theory is our students? top choice: MI provides a good lens to read the literary canon from the perspectives of the students' needs and in the context of today?s culture. MI also represents a set of concepts that help the students build their own deep understanding of Language teaching competence. Thus MI is the partnership frame where professor, student teachers and pupils explore various learning difficulties at different levels.