This case study situates the evolution of Teachers College as a negotiation between two strands of Progressive Era social reform--one that emphasized direct service and one that emphasized the development of education as a profession. While in the early years of Teachers College efforts at professionalizing education were privileged, the consequences of this "victory" were ironic. Increased agreement that teaching and administering schools required expert knowledge and skill that could be acquired by specialized training enhanced the position of Teachers College, Columbia University and its reputation. However, ultimately neither teaching nor school administration achieved the status of an autonomous and self-regulating profession. This case study provides historical evidence that suggests that failure has left college and university based teacher education vulnerable to criticism from the "descendants" of direct service reformers and sheds light on contemporary challenges to teacher education. A bibliography is included.