The stewardship of schools is central to the renewal and preservation of that which is precious in our nation's schools. This study examined perceptions of future teachers as to the degree to which their teacher preparation program emphasized the idea of stewarding schools. With a theoretical foundation that initial teacher preparation provides the foundation for teacher beliefs and practices, gaining insight how teacher preparation emphasizes the stewardship of schools provides a better understanding of the current milieu in schools. The result of teachers focusing on stewardship of schools leads to school renewal through a sense of obligation to the welfare of the entire educative community. Teacher candidates in the final stages of their initial teacher preparation program were the target population for this study. Specifically, candidates enrolled in initial teacher preparation programs at four different, four-year public universities in Ohio participated in this study. Two of the programs selected had an explicit focus on the stewardship of schools as part of their conceptual framework and through their relationship with the National Network for Educational Renewal (NNER). The two other institutions did not have a specific focus on stewardship and did not have a formal relationship with the NNER. The questionnaire used in this study measured candidates' perceptions of how the stewardship of schools was emphasized through teacher education coursework and through field experiences and student teaching. The questionnaire was developed through a cognitive interviewing process and was pilot tested prior to data collection to establish instrument reliability. To further enhance the validity of the instrument, an established scale that produced a high positive correlation with the developed items on stewardship was embedded in the questionnaire. Findings indicated a high level of agreement that the stewardship of schools was emphasized in the subjects' initial teacher education program. Eight factors making up the construct of stewardship emerged. New sub-scales were established based on these factors. These sub-scales were used to determine differences of the perception of stewardship emphasis, based on demographic characteristics. An analysis of variance suggested minor differences based on gender and degree sought. The greatest differences were based on institution and licensure program. Candidates from the two NNER institutions showed stronger agreement than candidates from the non-NNER institutions, that stewardship of schools was emphasized in their teacher preparation coursework. Likewise, early childhood and middle childhood licensure candidates showed stronger levels of agreement than other licensure areas, that stewardship of schools was emphasized in their teacher preparation coursework and field experiences. Results from this study and follow up research will allow for a fuller discussion around the stewardship of schools and will inform those who prepare teachers to work in our nation's schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]