This report from the Learning Policy Institute and EdPrepLab draws on research from neuroscience and the learning sciences, alongside insights from exemplary teacher preparation programs, to offer five design principles that align with the Science of Learning and Development. These principles support the transformation of educator preparation to better serve the whole child. They are: (1) curriculum grounded in how children learn and develop; (2) development of equitable mindsets and practices; (3) rich, experiential learning for teacher candidates; (4) pedagogical coherence across coursework and clinical experiences; and (5) supportive communities of practice that model relational learning. Together, these principles outline both the knowledge and the pedagogies needed to prepare teachers who are capable of creating inclusive, developmentally informed, and culturally responsive classrooms. The report emphasizes that for schools to support whole child learning, teacher preparation must itself reflect the conditions and strategies that enable deep and equitable learning.