This paper describes the current circumstances surrounding the National Council for the Accreditation of Teacher Education (NCATE) and its location and functioning of power in the accrediting process. Strengths and weaknesses of NCATE are listed and discussed, as are positive and negative effects the association has had on teacher education. Changes are suggested for improving and strengthening the association and its power in the teacher education field. It is noted that NCATE's power base is weak; although the American Association of Colleges for Teacher Education (AACTE) is a major force within NCATE, AACTE does not required NCATE accreditation for its member institutions. Little is said by NCATE accredited institutions about requiring graduation from NCATE accredited undergraduate programs as an admission prerequisite to graduate programs. It is concluded that NCATE will not fulfill its mission unless its external power, and the power struggle internal to NCATE, is understood and harnessed. References are included. (CB)