Shouldn't teachers learn how children think during their training? In this essay, the author considers why they don't and what we might do about it. Many U.S. teachers report that their education is overly theoretical and not of great utility. It's clear that they are required to learn some basic principles of psychology as part of that education, but it is not clear that practicing teachers remember what they were taught. The author highlights two prominent ideas for the reform of teacher education: eliminating the traditional requirements for a teaching career, or radically changing those requirements to maximize student-teaching experience and minimize coursework. The author suggests a third way: change the content of education degree coursework to focus on consistencies in children's thinking, and greatly curtail how much scientific theory we ask future teachers to learn.