This paper focuses on different ways of conceiving and carrying out teacher preparation. It examines some ideas about how teachers should be prepared and offers some frameworks for looking at distinctive approaches and alternatives. It also discusses the state of the art concerning programs of initial teacher preparation and indicates where conceptual, empirical, and practical work is needed. In discussing needed changes in teacher preparation, people tend to emphasize either structural or conceptual issues. Tied to policy mandates and questions of supply and demand, structural alternatives reflect political and economic considerations more than what teachers need to know. On the other hand, conceptual alternatives reflect different views of teaching and learning to teach and suggest different orientations to the preparation of teachers. A review of research-in-progress is presented, designed to generate information about different approaches and alternatives. (JD)