This paper speculates about research findings that can be potentially powerful as content for preservice teacher education and influential upon the delivery of that content to prospective teachers. The primary source for the research findings which appear in the paper is the body of information prepared for the conference "Research on Teaching: Implications for Practice," held at Airlie House, February 25-27, 1982 and sponsored by the Teaching and Instruction Division of the National Institute of Education. This paper has five major sections. First, a conceptualization of a "good" teacher is presented. Second, a research-based justification for believing that current preservice programs do not contribute to certain aspects of this conceptualization is discussed. Third, selected research findings are suggested as possible content for preservice programs in the belief that they will promote the desired conceptualization. Fourth, research findings which can be used as guides or suggestions for conducting preservice programs are advanced. Concluding comments comprise the fifth section. (JMK)