Within art education, Day (1997) and others (for example; Beudert, 2006; Galbraith, 2001; Galbraith & Grauer, 2004; Hutchens, 1997; Sabol, 2004; Thurber, 2004; Zimmerman, 1997, 2004) have called for increased research into teacher preparation in order to understand current practice, to recognize what is working well, and to determine directions for necessary changes. Such efforts, if they are to result in substantive change, cannot occur in isolated situations but "must be considered within the context of calls for teacher reform" (Hutchens, 1997, p. 139). Sabol (2004) explained that calls for reform in general education were shaped by forces that also "bear directly on the field of arts education" (p. 525). In this article, the authors position teacher preparation in art education within the broader context of the recent reform movements in teacher education in general and then describe efforts at one university to make substantive program changes in the preparation of teachers with emphasis placed upon those efforts as manifested within art education. The focus on one university is not intended to imply that this approach is necessarily unique, but instead is used to illuminate aspects of current practice that may be useful to others involved in art teacher preparation. In keeping with the increasing recognition of teachers as central to reform efforts (Day, 1997; Executive Summary, AERA Panel on Research and Teacher Education, 2005; National Commission on Teaching and America's Future, 1996), the teacher's voice is an essential component of this discussion. (Contains 9 endnotes.)