The current accountability conversation in teacher education is the direct result of the policy paradigms that shape our understandings of schooling and reform. The authors present cases from Georgia and Missouri illustrating how these policy paradigms have resulted in outcomes-based accountability initiatives for teacher education. Specifically, the authors discuss the procedures these states are using to connect P-12 teacher performance with teacher preparation programs. The authors conclude that the impact of these reform initiatives have the potential to turn teacher education into an individualistic, economic good.