A theoretical framework is introduced that articulates the complex nature of what liberal arts teacher educators do, what teacher candidates learn, and the enduring tension inherent in that work. The researcher surveyed liberal arts teacher educators (n = 64) regarding beliefs about seven enduring tensions in education-content knowledge/pedagogical knowledge, leading/following, differentiation/standardization, theory/practice, individual needs/group needs, global issues/local issues, and professional needs/personal or social-emotional needs. The pairs consist of education topics that are potentially, but not necessarily, at odds. Participants indicated which concept in each pair they believe is more important or indicated that the concepts were equally important for teacher candidates to learn. Participants then reported which of the concepts in each pair received more time in their teacher preparation program or if the concepts received equal time. Data were analyzed to inform the development of the Liberal Arts Teacher Education (LATE) theoretical framework presented. The LATE framework includes traditional teacher knowledge (content and pedagogy) and the moral, ethical, cultural, and relational dimensions of teaching (pedagogical and professional discernment). Of the participants, 97.9% believed personal/social-emotional needs (i.e., facilitating work-life balance, strategies to avoid burnout) were as or more important for teacher candidates to learn as professional needs (i.e., licensure requirements). Yet, only 29.7% reported that the social-emotional needs of teachers got as much or more time in the program as professional needs. The LATE theoretical framework emphasizes teacher well-being and social-emotional learning. The author recommends embedding social-emotional learning skills for teacher candidates throughout the program so teacher candidates are equipped to navigate the enduring tensions of the profession productively, persist in the field, and love their work.