In this paper, we explore Productive Pedagogy (PP) as a framework for enhancing teacher education. Reporting results from a study involving student teachers' application of the four principles of PP during an internship, we consider whether PP brings a firmer knowledge base to their work. Based on our analysis of the data, we argue for a more fundamental reorganization of teacher education to fully integrate PP, if the framework is to have a significant and lasting impact on graduates' teaching. Such a shift requires a reassessment of teacher education priorities to focus more on the substance and purposes of teaching.