This article presents outcomes of two studies examining the impact of preservice teachers' preparation on their practice, knowledge, and self-efficacy for supporting students' social and moral development and conducting moral education in the classroom. The studies centered on the Developmental Teacher Education program at the University of California, Berkeley (UCB) that provides intensive coursework on moral and social development coupled with sustained programmatic focus upon developmental approaches to teaching. The first study compared UCB results to research outcomes from a similar experimental program at the University of Illinois at Chicago. The second study compared outcomes of the 15-month revised version of the UCB program to those of its original two-year master's program. General findings were that the domain-based moral-education approach used in these programs has positive and sustained effects on teachers' knowledge, sense of efficacy, and continued practice for supporting students' sociomoral development and delivering moral education in the classroom.