Changing legal requirements, economic demands, accountability, and student demographics focus the need for reform among personnel preparation programs. Although redesign efforts in general and special education teacher preparation programs have increased, little evidence from research describes enhancement initiatives. In this article, the authors report the findings of an investigation of contextual variables related to reforming teacher preparation as reported by project personnel at Institutions of Higher Education (IHEs) who were awarded 325T priority grants by the Office of Special Education Programs (OSEP) during a 5-year period. This study employed a sequential mixed-methods design, which included (a) the administration of a survey to all project directors and (b) interviews with a purposive sample of project directors. From the analysis, results and future implications are included.