Since the late 1980s, changes have occurred that have had a fundamental impact on Initial Teacher Education (ITE) in England. There has been a move from a model dominated by the higher education institutions (HEIs) to a school-HEI "partnership." High stakes inspections have been given a greater role by the government and this has led to a more homogeneous curriculum. Finally, there has been an increased diversity of training routes, widening access into the profession. These trends appear to be similar to trends in the USA, Australia and New Zealand, as reported in Young (1998). Geography teacher education in England has the added pressure of experiencing these changes at a time when the very existence and strength of school geography is being threatened. A plethora of routes by which teachers can train have attracted significant numbers of trainees. Teacher recruitment in England now looks healthy but against a 14% reduction in the numbers of secondary geography teachers being trained between 2003 and 2004 this is alarming. Geography educators will be monitoring the further changes closely. In this article, the author discusses emerging models of teacher training in England and stresses on educating new teachers to adapt their school geography courses to make them relevant and motivating. She also stresses the need to excite young people sufficiently to study geography at university level so that the supply of future teachers is able and dynamic. (Contains 2 figures and 5 websites with relevant information.)