This study explored the components of six Michigan community college teacher education programs that were members of Michigan Association of Community Colleges in Educator Preparation (MACCEP) in 2006-2007. Data were collected from face to face interviews and institutional resources. Each interviewee was an identified "champion" of their respective teacher education program. Interview analysis and document data form the detailed description of MACCEP teacher education program components. Components of the community college teacher education studied are categorized by: (1) Commitment: (2) Curriculum; and (3) Connections. Components in the categories include: faculty; administration; students; courses; field experience; MACRAO agreement; alignment to standards; state testing and credentialing preparation; student support; transfer and articulation; formal and informal partnerships; local, state and federal governing organizations; and credentialing agencies. Identified as the Belknap Model, a figure and table depict the interrelationship of categories and components. This foundational study offers community colleges descriptive information for teacher education programs. There is a range in program development from informal, early developing programs with few components, to established formalized teacher education programs with many components. Every public higher education institution in Michigan is autonomous. It is within this complex and open postsecondary environment that the results of this study may be used to benefit faculty and administrators committed to improving the teacher education pathway in Michigan specifically, and in other states more generally. The findings have implications useful to the following objectives: (1) Help to design strong curricula and courses of study; (2) Increase communication among colleges and universities, which, in turn will benefit programs and students; (3) Increase respect and understanding of community college teacher education programs due to the analysis of program components; (4) Broaden potential transfer options among teacher education programs especially in Michigan; (5) Help ensure a high quality teacher education workforce that may lessen the impact of teacher retirements in the next decade in Michigan; (6) Strengthen instruction at all levels, to maintain a strong educational foundation for all schools, that can help in the state's economic recovery. The Belknap Model serves as a starting point for further research and action in the specific areas related to the improvement of teacher education practice, especially with community colleges. This study and the Belknap model illuminate Michigan community college teacher education programs with lessons learned for programs in other states. [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.]