This paper addresses the role of teaching in the preparation of future faculty members. I begin by discussing that graduate students and future faculty do not feel most TA experiences prepare them for the demands of college teaching. Graduate students, as well as other teachers, need various knowledge and skills to be successful, and Shulman's (1987) model of knowledge and teaching is presented to frame the discussion. Three strategies for helping students develop teaching skills are discussed--courses, practica, and mentoring. This is followed by my report of an informal survey of what steps departments are taking to help future faculty become teachers. There is great variability among departments, and there are a number of issues to address in implementing strategies to help graduate students become university teachers.