Two of teacher education's most acute problems seem largely beyond its control. The biggest lies in the so-called liberal arts sector, in the preparation the prospective teacher gets in his own teaching fields and in general education. Professional education and the subject matter preparation of a teacher simply cannot be acceptably done in near total isolation from one another. If we cannot persuade the arts faculty to contribute proportionately to the candidate's fitness to be a teacher, we may have to move for control of the background preparation of teachers. The second major problem is in the use of public schools, chiefly for student teaching, but more generally for experience and contact with reality. We need a new partnership which provides a genuine problem-solving, self-exploratory approach in place of mere "practice." One aspect of the needed program is a curriculum of field experiences starting at the very beginning of the professional sequence and proceeding with it simultaneously. Two other suggested program elements are (1) a continuing seminar, running the whole length of the professional period, led by a team representing such components as psychology, the social foundations, philosophy, and curriculum, and constituting the major guiding influence in the student's personal/professional development, and (2) an instructional laboratory, richly equipped and manned by a variety of specialists, a skills center to build specific proficiencies. (JS)