In the recent past, during the 36 hours of required coursework necessary to become a certified teacher in the state of New York, not a single course deviated from the same model of teacher centered lectures and a long list of "to dos" that would presumably enable pre-service students to face 30 odd children in their own classrooms with some degree of competence. To bring more hands on student involvement into play, students were asked to generate lesson plans in the abstract, with little consideration of a realistic class make-up and research projects that had little to do with classroom life. This article considers the possibility for teacher preparatory courses to make a better connection between the "what" and the "how to" with the added dimension of promoting the important skill of reflection on practice. The article asks why, in this high-tech age, can teacher education programs not design courses with a better sense of connection between theory and the reality of classroom practice. A new way of conceptualizing course design for pre-service teachers is detailed, and examined.