Surveys of the literature in initial teacher preparation identify points of discontinuity, or "gaps," in such programs. Five gaps are discussed briefly with reference to the literature for Canada: (l) between theory and practice; (2) between students' expectations and classroom realities; (3) between university students' study/work habits and unexpected behavioral patterns of a professional; (4) between university faculty and classroom teachers' behavior repertoires; and (5) between school divisions (elementary and secondary). Questions for further examination of each gap are raised. Features of a secondary teacher preparation program aimed at reaching across these five points of discontinuity are described. Associated theoretical questions are identified, and these, along with practical problems tied to the program context are raised for discussion. (Author/MJB)