Secretary of Education Arne Duncan and President Barack Obama's plan for teacher education reform and improvement was described in the document "Our Future, Our Teachers" (2011). The rationale for reform is that "many of our teacher preparation programs fall short" (p. 5). The measures of this are stated as "only 23% of all teachers come from the top third of college graduates," "only 50% of current teacher candidates receive supervised clinical training," and "more than three in five education school alumni report that their education school did not prepare them for classroom realities' (p. 5). An added criticism is the teacher work force does not reflect the communities they teach. It was reported that 14% of the teachers come from diverse groups while 38% of students do so. In other venues, Secretary Duncan has repeatedly stated that the majority of teachers say their university preservice education left them unprepared for the classroom and added that 67% to 82% of principals say they are dissatisfied with the preparation their teachers have received through university programs (U.S. Department of Education, 2011). The recommendations of the report to "reform" teacher education include performance-based indicators of quality, tracking job placement and retention rates, surveying program graduates and their principals, and examining academic growth of elementary and secondary students taught by program graduates. While the evidence presented for the need of reform may be questionable and misleading, as will be explained, the recommendations have potential worth. We posit that the other "reforms" are largely standard operating procedure and the attacks on teacher preparation "credential mills" should be separated by the Department of Education from attacks on the field in general.