This brief is based on a case study of the Bank Street College of Education, one of seven cases examined by the Learning Policy Institute (LPI) as part of its study Preparing Teachers for Deeper Learning. The study sought to explore how leading programs are creating ways to prepare future teachers for deeper learning and equity and to understand the policies needed to transform the teacher education systemwide. LPI research teams collected data in 2015–16 through site visits, interviews, observations of university and school classes, reviews of program documents, and surveys of teacher candidates in each program.