Four case studies of institutions which have made innovations in teacher education are presented in this paper. The four institutions are the University of New Hampshire (Durham), Austin College (Texas), the University of Florida (Gainesville), and Northeast Missouri State University (Kirksville). In each of the programs, change is visible at two levels: substantive change that has occurred in the specific philosophy and knowledge base that drive the program, and structural change that has occurred in the delivery of the new knowledge base. Each program has made structural moves to 5-year teacher education formats. Commonalities and differences among the programs are discussed, including the change processes involved in bringing about curriculum innovation at each institution. A bibliography containing more than 65 references is included. (IAH)