This research study provides an overview of the first 59 years of Hampton Institute development in shaping its curriculum, specifically its teacher education program in preparing Black teachers to teach and take a leadership role in their rural communities. The focus of this research study is in the area of educational reform in exploring curriculum transitions in the teacher education program at Hampton Institute from 1868-1927. This study examines the three founding principals, General Armstrong, Hollis Frissell, and James Gregg's philosophies, values, and beliefs systems about the purpose of Hampton Institute's teacher education program in preparing black teachers for the teaching profession. Library and archival resources provided the data for a narrative approach utilized in analyzing archived course catalogs, annual principal reports and in-depth surveys, which included recommendations for Hampton Institute's Teacher Education Program. The findings reveal through the course of the development of Hampton Institute's teacher education program from 1868-1927 was influenced by many and varied factors. Among those are the cognitive, social-emotional and financial needs of its students; the socio-political climate during this time period played a major role in defining curriculum; and the educational philosophical ideals of its founding principals heavily influenced the direction of the curriculum for Hampton's teacher education program. Historically Hampton Institute occupies a unique place in the history of American Education. Hampton Institute was a pioneer in the education field addressing the educational needs of preparation of black teachers. During the early years at Hampton Normal and Agricultural Institute, the teacher education curriculum evolved from being an elementary core program where the students were taught courses at the primary grade level to collegiate status, rising in the ranks from being classified as a normal school to a school of education. This study supports the need for more comprehensive research on the role of Historically Black Colleges and Universities in preparing teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]