Despite the long history of the study of pedagogical content knowledge (PCK), two facts remain obvious. First, there are almost as many conceptions regarding the definition of PCK as there are researchers interested in it. Second, it is largely unclear which methods enable teacher educators to best prepare teacher candidates to use PCK. Recently, two themes have emerged strongly as mechanisms for helping teacher candidates become more accomplished practitioners. These two ideas, reflective practice and teacher as researcher, can be seen in a variety of teacher preparation programs. However, prevailing systems for preparing and accrediting teachers seem to have a strong enough hold over the process that completely different approaches to preparation, centered on these ideas, may have difficulty getting started. The authors offer a working model of a transferable teacher preparation program that is founded upon the concepts of reflective practitioner and teacher as researcher. They offer a study of the Graduate Program in Mathematics, Science and Technology Education (GMST) at their school as an example of one way in which the ideas can be used to reorganize teacher preparation programs with the explicit goal of preparing teachers to become reflective practitioners and creating teachers as researchers. The master's curriculum of GMST program is designed and organized around putting into practice educational theory and research relating to the ways that students learn mathematics, science, and technology. The mission of the program is to prepare teachers of grades 1-12 by endowing them with a strong background in the content of mathematics, science, and technology, as well as understanding of the particular needs of diverse learners with respect to teaching mathematics, science, and technology. The authors discuss the GMST program and its historical development.