This paper presents a brief history of the National Council for Accreditation of Teacher Education (NCATE), defining it as a national effort of voluntary accreditation. Distinctions are drawn between national voluntary accreditation and regional accreditation, with these distinctions being placed in a perspective of state licensure and program approval. Some program evaluation and accreditation qualities are identified that should serve as a value base to effectively undergird future national accreditation. A brief discussion is given of some guiding principles that have been leading the NCATE movement to redesign its functions, roles, and relationships. A presentation is made of tentative timelines and goals for NCATE becoming a more effective national voluntary system to assure both consumer protection and excellence in teacher education. Eight recommendations are made for deliberation by the Commission on Excellence in Teacher Education. (JD)