This article provides the author's comments on the studies by Tom Russell, David Dillon, Shawn Bullock, Lynn Thomas, and Andrea Martin which are reported in this issue of "Studying Teacher Education." Here Stefinee Pinnegar reflects on the intractable conundrums of teacher education and teachers educators that she felt was her fundamental lesson from reading these articles. She argues that in designing teacher education programs, teacher educators need to decide whether to look to knowledge of teaching or teachers' knowledge as their foundation. She closes the article by saying that the studies as a whole clearly uncover not just the basic, intractable conundrum of teacher education (the theory/practice divide) but the attendant conundrums of structure, the press of experience, the knowledge dilemma, and the complexities of relationship. She feels that the power of the studies is that they not only explore and reveal these conundrums but also, in their exploration, provide insights about how one might take up the task of shifting the sacred story of teacher education through the mundane stories enacted with our future teachers.