This book addresses the issue of teacher preparation, with specific attention to reading, mathematics, and science. It evaluates the characteristics of the candidates who enter teacher preparation programs, the types of instruction and experiences teacher candidates receive in preparation programs, and the extent to which the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs.