Teacher certification has become encrusted with a series of complex and fragmented requirements that do not necessarily assure effective teachers. To suggest a change in the maze of intricate and rigid rules of required courses in subject specialties is certain to create a time consuming and divisive political reaction; yet educators and the public are dissatisfied with current systems. Two methods are usually proposed to improve the quality of teaching, both involving the undergraduate teacher education program: (1) content immersion, used chiefly with arts and sciences students who lack required education courses; and (2) methods preparation courses included as part of a core curriculum of required courses in education techniques. Alternatives exist that combine or modify these approaches, but faults have been found with each suggested action. In Virginia, it has been recommended that the complexity and specificity of present certification requirements be reduced. Competency-based teacher education, a probationary period, and on-site evaluation are also proposed as quality controls. Already, teacher education programs in Virginia are approved by the state in cooperation with colleges and universities, an acknowledgement by the state of its responsibility in providing high quality education for its citizens. (FG)