Despite the many criticisms that have been made of vocational education teacher preparation, the field has many strengths that can serve as a base on which to build excellent programs. Six examples of excellence are pointed out: (1) important vocational teacher competencies have been identified and verified; (2) high quality performance-based materials that address the professional competencies have been developed; (3) performance-based delivery strategies exist; (4) technical competency tests and procedures exist for most occupational areas; (5) needed instructional technology is available, and (6) many model programs of teacher education and staff development have been identified. Two states that have such model programs are Arkansas and Pennsylvania. Changes in five major areas could result in substantial and very significant improvements in the preparation of vocational teachers in the United States and in the quality of the teachers in secondary and postsecondary schools. These changes include the revision of state certification/local employment requirements, the redesign of vocational teacher education, the professionalization of vocational teaching, the use of research and development findings and products, and the adequate funding of vocational teaching and professional development activities. Although reviewing these achievements and needs is easy, making the changes called for is not. However, implementing is necessary to achieve greater excellence. (KC)