Current negative attitudes about the future of schools of education can be reversed if teacher educators reorganize, regroup, and rethink their position and change what they have historically been doing. The School of Education faculty at Radford University (Virginia) has undergone such a process and has: (1) assumed leadership in initiating partnerships and links with inservice colleagues; (2) initiated changes in the delivery mode of inservice education; (3) developed a mission/philosophy which reflects the School of Education's goals; and (4) implemented major curriculum changes that more appropriately address the educational needs of clients. Eight specific steps have been taken to further the goals of the School of Education: (1) raising admission standards; (2) development of a competency based curriculum; (3) implementation of a four-year field oriented program; (4) development of exit criteria for teacher education graduates; (5) development of a governance structure that is consistent with National Council for the Accreditation of Teacher Education and Virginia State Department of Education standards; (6) establishment of new linkages and collaborative partnerships with the public schools; (7) establishment of a partnership with a selected high school; and (8) formation of a partnership with the National Education Association and the Virginia Education Association to develop a four-year assessment of its preservice programs. (CJB)