The purpose of this article is to describe the first part of a three-phase study to learn what makes an effective elementary literacy initial licensure program. The first step was to identify how nine programs prioritized research-based literacy practices and to identify each program's unique features, which we called "signature aspects." Findings suggest that all the programs emphasized teaching literacy theories, instructional practices, and uses of assessment. The programs also had unique features, such as the workshop approach and communities of practice. The conclusions of this study are that programs, despite a wide variety of program configurations, independently prioritized the International Reading Association standards in similar ways, and that the signature aspects of the nine programs were a result of the contexts of the institutions. (Contains 5 tables and 1 figure.)