Teacher education, the process of becoming a teacher and aiding others to become teachers, is in part a journey of imaginative development. Students come to imagine teaching, and themselves as teachers, in new ways. This essay reports on an attempt to use ideas about imagination in teaching and learning as the central theme of the first semester of a one-year teacher education program in British Columbia, Canada. Following a discussion of the theoretical and practical challenges encountered, several possible means of extending this approach are proposed. It is argued that a program thus infused by imagination may be more likely to lead to authentic professional transformation of the kind often posited as a goal of teacher education.