University preparation pathways develop students’ understanding of literacy practices for degree-level study. However, despite the crucial role of academic speaking and listening, or oracy, in student success at university, the extent to which it forms part of these courses’ literacy practices remains unclear. Ten university preparation (enabling) educators in Australia participated in semi-structured interviews about their understanding and awareness of practices in teaching oracy as part of university preparation courses. There was a variable level of awareness of oracy as a term among participants. The move to online teaching was highlighted as one of the barriers to explicit oracy teaching. More explicit recognition of the role of academic oracy in student success, as well as explicit embedding of academic oracy in the curriculum of preparatory courses, could be particularly beneficial. It is argued that this would allow students to fully engage and participate in their future university study.