A brief analysis of the reform movement in teacher education is presented, focusing upon the reports of the Carnegie Forum and the Holmes Group. Comparisons are made between the recommendations of the two reports, and it is pointed out that they are similar in terms of goals and directions, differing more in form than substance. Specific recommendations made in the reports are cited, with particular reference to their implications for colleges of arts and sciences, and the proposed liaison between these colleges and schools of education. This cooperation is seen as essential in light of the fact that there is virtually no way that teacher education programs can produce competent teachers without strong contributions from the colleges and departments of arts and sciences. The role of the arts and science colleges in teacher education is discussed within the framework of four major components of teacher preparation: general education/liberal studies; undergirding disciplines/pre-professional studies; academic specialization(s); and professional studies. Suggestions are made on facilitating the cooperation of schools of education and colleges of arts and sciences in the preparation of teachers. (JD)