Twenty years after the initial warning signal sounded by A Nation at Risk (National Commission on Excellence in Education, 1983), many reform proposals have challenged the manner in which teachers are prepared, retained, and assessed relative to their impact on student academic success. These initiatives include the compilation of standards for what students and teachers should know and be able to do and the effort to recognize veteran teachers who achieve certification through the National Board for Professional Teaching Standards. The National Commission on Teaching and America's Future (NCTAF; 1996) posited that recruiting, preparing, and retaining good teachers should be the central strategy for improving schools. The NCTAF challenged the nation to provide every youngster with what should be his or her educational birthright--competent, caring and qualified teachers in schools organized for success (p. 10)--setting a timeline of a decade, until the year 2006, to achieve this ambitious goal. NCTAF (1996) reminded us that school reform will not and cannot succeed unless it focuses on ensuring conditions in which teachers can teach--and teach well. Three years later, the American Council on Education (ACE) published an action for college and university presidents that also speaks to this central strategy for improving schools. Seeking increased university engagement in the education of teachers, ACE's (1999) report, To Touch the Future: Transforming the Way Teachers Are Taught, exhorts presidents to the education of teachers front and center on the institutional agenda of their universities and take the lead in doing so (p. 17). This came following calls for university engagement in teacher reform by former U.S. Secretary of Education Richard Riley, at his 1999 Presidential Summit on Teacher Quality, and by Carnegie Corporation's President Vartan Gregorian (1996). And of course, 2 years subsequent to the ACE report, bipartisan passage of the No Child Left Behind Act of 2001 further called for highly qualified teachers in every classroom, again by the 2005-2006 school year. Let us be clear. This goal of competent, caring, and qualified teachers in every classroom will not be achieved by the year 2005-2006, and there is no guarantee that it will be for some time after that. Although resources and strategies put in place to achieve this rightful goal are sadly lacking, and major budget deficits, particularly in urban schools, call for reductions in the teaching force rather than amplification, the problem of achieving teacher quality is much more systemic in nature. In spite of inhibiting conditions that exist in K-12 education, there exist nationally very few, if any, systemic efforts that truly align the redesign of teacher education with school reform. This is because there are few partnerships or interinstitutional arrangements between the K-12 school sector and universities located in those communities bold enough to ensure that teacher preparation addresses directly the needs of schools and schools address classroom and school organization. Thus, few partnerships exist to create the environment where teachers can learn to teach and teach well. Even in the most ideal scenario--whereby universities work closely with their school districts to ensure that enough highly qualified teachers are prepared annually to meet their personnel needs--the problem of teacher quality would still not be adequately addressed. NCTAF (2003) produced another major report, titled No Dream Denied: A Pledge to America's Children, in which the commission addressed the teacher retention crisis. The report presents data that portray a teaching force with more than 1 million teachers entering or departing schools annually--roughly one third of all teachers. NCTAF concluded that teaching is increasingly a revolving door occupation (p. 13). There are many reasons why teachers leave their positions, but a common one is that far too many schools are not, as NCTAF (1996) has called for, organized for success. …