This article has two purposes: (a) To argue that didactically designed teaching and learning materials as content in teacher education can meet two well-known challenges of teacher education: linking theory and practice and linking individual subject areas; and (b) To present the results of an empirical study carried out in connection with the Ph.D. thesis "Teaching and Learning Materials Linking Theory and Practice in Initial Teacher Education?" (Thingholm, 2014). The results show great variation in how the materials are presented as content in teacher education. This variation is attributed to the personal attitudes of the teacher educators.