Community college teacher preparation programs have grown significantly in the last decade, but, as the recommendations and examples from "Teaching by Choice" indicate, greater expansion and innovation is both desirable and possible. Community colleges can provide a diverse stream of K-12 educators highly qualified to teach science, mathematics, and technology. Those colleges that do it most effectively will be the ones that connect deliberately and carefully with local K-12 schools, four-year colleges and universities, and local business and industry. Connections like these can enrich the educational experiences of community college students, and stimulate their aspirations for teaching as a career. The recommendations in this report, which constitute a renewed call to action, stress the continuing need for partnerships and collaboration. Community colleges, with their partners, should act on their enormous potential to provide leadership in recruiting and developing the next generation of elementary and secondary school teachers. This report is the result of a September 2004 national conference, Teaching by Choice: Addressing the National K-12 Teacher Shortage, which was convened by the American Association of Community Colleges (AACC) in partnership with the National Association of Community College Teacher Education Programs (NACCTEP) and the American Mathematical Association of Two-Year Colleges (AMATYC), and supported by the National Science Foundation. The goal was to identify the steps community colleges should take to enhance, expand, and sustain the science, math, and technological knowledge and practices of current and future K-12 teachers. The report's recommendations should be useful for practitioners and policymakers in all sectors concerned about the quality of the nation's schools and classrooms. The report includes a Foreword, followed by ten chapters: (1) Introduction: Teaching by Choice; (2) What Are the Characteristics of a Highly Qualified Teacher?; (3) Recruitment: Recommendations for Recruitment; (4) STEM Curriculum: Recommendations for STEM Curriculum Development; (5) STEM Instruction: Recommendations for STEM Instruction; (6) Student Retention: Recommendations for Student Retention; (7) Licensure: Recommendations for Licensure; (8) Professional Development: Recommendations for Professional Development; and (9) Conclusion; and (10) Resources. A list of Conference Participants concludes the report.