Ways in which five teacher education program development teams used codified knowledge in educational literature were examined. Questions guiding the research included: (1) To what extent was educational literature considered during the deliberations of the program development teams? (2) What was the relationship between discussions of educational literature and discussions of the content or organization of the proposed teacher education programs? and (3) To what extent did educational literature seem useful in responding to the expressed needs of the development team members? The documents examined contained meeting minutes of five development teams during a 1-year period. Findings included: (1) Empirical research results were mentioned in less than 1 percent of the recorded discussions in any group; (2) Philosophical statements were virtually unmentioned in the minutes of two groups but were extensively discussed over a 2-month period in the deliberations of a team focusing on academic learning; (3) Team members rarely asked questions that could be answered by appeal to research or philosophical literature (most questions concerned needs for specific information, such as certification requirements or student enrollment figures); and (4) Discussion of codified knowledge was rarely associated with discussions of the content or organization of instruction. When such associations did occur, they usually concerned knowledge in the information category. (Author/JD)