This report explores issues surrounding the present governance structure of teacher credentialing in California and considers alternative structures to improve governance in the teaching profession. The study discusses the present credentialing structure, credentialing problems, and criticisms of the Commission on Teacher Credentialing, a body independent from the California State Department of Education (CSDE) and superintendent of public instruction. Standards for teacher preparation and credentialing are the commission's responsibility, but it has demonstrated an inability to set goals, address major policy issues, and provide leadership. Since credentialing is a burdensome process, it primarily verifies a candidate's minimum specified requirements. The researcher argues that the only current assurance of teaching quality--completion of an approved teacher training program--is inadequate to meet projected educational demands. Alternative governance structures considered include returning credentialing to the CSDE and placing the commission within the department as a semiautonomous agency. Following the conclusion are five appendixes, including a history of the development of credentialing in California and a response to this report by the Commission on Teacher Credentialing. A biblography with 41 references is appended. (CJH)