In the teacher education debate, one camp argues for more traditional, college of education training, contending that teachers need to understand child psychology, pedagogy and practice before being left alone with students. The other side argues for bringing in people who have deeper content knowledge and less experience. Perhaps these opposing camps have staked out their ground so vehemently because the argument is framed as a single question: How should teachers be trained? A more productive conversation would be to agree that there is no one right way to train K-12 teachers.