AbstractWhen I first began to study teacher education programs some ten years ago, it was still more or less possible to memorize the typical programs. For example, in the teachers' colleges, students took child development, school management, a smattering of art and music, general methods and a fairly heavy dose of remedial work in the 3 R's. The university graduates in the colleges of education received a complementary offering of adolescent psychology, school law and methods in academic subjects as appropriate. Those destined by their credentials for higher things also got crash courses in such weighty matters as ordering supplies. A few institutions were offering those new-fangled B.Ed.s, which were of course looked upon with that dark suspicion which Canadian educators reserve for most American inventions. Since that time, a great deal of interest has been shown in the reform of teacher education. Teacher associations, both in Canada and the United States, have shown some leadership in organizing study projects and conferences in this area. The institutions themselves have become engaged in study and revision of their programs.