This article discusses the relationship between policy, research, and program development in mathematics teacher education. In particular, it considers the influences of policy and research along with social, economic, and cultural factors in the conceptualization and development of an undergraduate mathematics teacher education program in Ireland. It also explores the rationale for key features of this innovative model of teacher education and the resulting implications of these features for further program development. Throughout the article, special consideration is given to the role of policy and research in shaping the program structure and content, as well as the significance of the cultural context and mathematics education landscape within which the program was developed. This includes the shifts in the educational culture and the further policy development required to ensure the feasibility and sustainability of the program.