In this article, the authors first describe their research, then discuss the ethical and professional dilemmas they face as teacher educators as a consequence of NCLB. Here, they offer some possible approaches to coping with these dilemmas in the context of university undergraduate and graduate teacher education programs. Their study examined the impact of three separate programs on second grade classrooms and students reading, namely: (1) Reading Mastery; (2) Open Court; and (3) "Guided Reading." Their data indicate that systematic explicit phonics instruction does not significantly improve children's reading in terms of their use of graphophonic knowledge, meaning construction, and comprehension. Among other things, they discuss the challenges and dilemmas they face in inservice teacher education and preservice teacher education.