This article examines the respective roles of the training of teachers and educational studies at the London Day Training College (LDTC), 1902-1932. Following an introduction that indicates different models within the United Kingdom and summarizes the subsequent history of the LDTC's successor, the Institute of Education of the University of London, three major themes are examined. These are control and status, staffing, and students and courses. Conclusions are drawn concerning the nature of educational studies in England and the relative contributions of different groups of staff to the development of educational studies in this period. Future developments in respect of disciplinary dimensions are noted. Although the Institute of Education is now a research-led postgraduate institution it remains committed to the initial training and education of teachers at primary, secondary and further education levels.