The intent of women's studies, the academic arm of the women's movement, is to create critical space where the debate over power and the production of knowledge can occur through the argument that the exclusion of women from the knowledge base brings into question that which has passed for wisdom. A survey was designed to provide a descriptive base for feminist curricular change efforts in teacher education, as well as to probe five areas regarding the political context within which feminist teacher educators are working: the visibility of sex equity as a curricular issue, administrative and peer response, student response, accreditation and certification standards, and the relationship of feminist teacher educators and women's studies. Survey data from teacher educators were triangulated with sex equity concerns, women's studies program directors, a textual analysis of course syllabi, and interview data to explore the counter-hegemonic possibilities and practices in teacher education. Noteworthy practices of top-ranked teacher education syllabi are outlined, and the experiences of feminist teacher educators are discussed and analyzed. A guide to current courses on gender in schools of education is appended. (JD)