''In Search of Signature Pedagogy for PDS Teacher Education'' is a review of articles published in "School-University Partnerships" which emerged in response to Shulman's critique that we do not possess powerful, consistent models of practice that we can define and have deeply studied. To these ends, we searched for Signature Pedagogy (SP), which we define as systematic and intentionally designed teaching routines that facilitate pre-service teacher learning within PDS contexts. These are experiences that engage the learner, recognize the uncertainty associated with teaching and learning, and have the potential to shape professional habits and dispositions. After providing a conceptual framework for understanding the term Signature Pedagogy, we share the methodology that guided the review, provide examples of six emerging PDS SP, and discuss the implications of our findings for future work. In identifying these emerging Signature Pedagogy Practices, we hope to encourage conversation about identifying SP within PDS teacher education. NAPDS Essentials Addressed: #2/A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; #4/A shared commitment to innovative and reflective practice by all participants; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings.