Considering the importance of education in the life of a 21st-century person, it is remarkable that the training of teachers continues to be as inconsistent, and in many cases, as lackadaisical, as it is. For all the evidence indicating that excellent teachers rank high on the list of factors essential to student success, one would expect that teacher training would be at least as rigorous, methodical, and clinical as that which trainees in a wide range of other professions receive, from airplane pilots to auto mechanics to surgeons to chefs. It is the aim of this paper to advance one particular aspect of the ongoing dialogue about teacher education--the urgent need for a proliferation of comprehensive Centers of Pedagogy. This paper discusses how new focus on this not-new and underdeveloped concept can build strategies to make sure every teacher has the tools and experiences to become an excellent teacher. The Centers of Pedagogy concept is riveted on rigorously driving and supporting laboratory and clinical teacher preparation. This paper generally defines these terms and provides examples of laboratory facilities and clinical strategies that enable learning to teach and are driven by contemporary communications and problem-solving technologies, akin to other practice-based professions.