Policy, theory and practice in initial teacher education in England has a long history of turbulence. This paper reflects upon this history and examines those key aspects of initial teacher education which have shaped past, present and future developments. Following a brief historical overview of key developments in the field, the issue of where best to train the teacher--in school or in an HEI--is considered. Then, the content of training, and those qualities and skills most desired in the new teacher are discussed. Finally, there is some informed speculation about possible future developments in teacher training in the rapidly changing world of the twenty-first century.