In the state of Florida, several of the principles of No Child Left Behind (NCLB) have been enacted earlier than at the federal level. For example, the Florida Comprehensive Achievement Test (FCAT) is required for all students through grade 10 and must be passed for promotion to grade 3 and for high school graduation. Schools are graded A through F, based on FCAT scores, improvement from year to year, and a comparison of the achievement of lower-ability students with the school average. High-ranked schools receive awards, including funds that are typically translated into handsome bonuses for teachers and staff; conversely, students enrolled in schools rated as "failing" for two successive years are eligible for vouchers. Like many institutions, the University of Florida is heavily committed to an outreach program, in part to support teachers and administrators whose students repeatedly score low on FCAT assessments and whose schools, in turn, are given low grades by the state. In this article, the author talks about how teacher education can be effective in this decade only if it can face the problem of "struggling" schools and "at-risk" students head-on. He describes his experiences working with the Opportunity Alliance, a program that has put the university into partnership with urban high schools labeled as "struggling," and how the program works with six high-need schools to assist with the identification and preparation of capable students for enrollment in college. Here, he offers some suggestions on how to prepare prospective teachers differently which include: (a) foster dialogue with education policymakers; (b) prepare teachers to "leave no child behind"; and (c) extend and redefine teacher education programs in English.