We argue that this is a crucial time for educational psychology as a field to refocus its attention on the evidence base for its contribution to teacher education. In revisiting the recommendations of the APA Division 15 committee charged with examining the role of educational psychology in teacher education (Anderson et al., 1995), we note positive changes in educational psychology courses for preservice teachers. We then identify and discuss three immediate challenges for educational psychologists: (a) communicating the relevance of educational psychology research to the wider education community, (b) developing collaborative relationships with colleagues in teacher education programs that support a common discourse and shared vision of effective teacher preparation, and (c) documenting the ways that educational psychology courses make a difference to the practice of graduating teachers and to the educational experiences of their K-12 students. We conclude with suggestions for addressing these challenges. (Contains 2 footnotes.)