This paper offers a definition of curriculum history in teacher education and differentiates it from other historical work that discusses the preparation of teachers. It utilizes research into the curriculum history, 1909-1944, of Keene Normal School/Teachers College in New Hampshire to illustrate the methodological problems and benefits of researching teacher education curriculum historically. Data were obtained from 30 years of Keene's college catalogs, focusing on program requirements, course content, and teacher educator background. Analysis of the data indicates that the metaphor for teaching and learning to teach which dominated the Keene curriculum changed from a view of teaching as a craft to that of teaching as an occupation. Three specific changes in Keene's program support this shift in vision: the shrinking role of field work in the curriculum; the rising hegemony of the academic disciplines; and the growing tendency to recruit Keene faculty with liberal arts, non-education degrees and little or no school teaching or administration experience. This case study also provides evidence of the powerful influence of society's perception of gender roles on the elementary and secondary school curriculum and consequently on the philosophies and assumptions that undergird the teacher education curriculum. (IAH)