College and university professors tend to be highly professional in regard to their academic discipline but not to their teaching role. This failure is due in part to the academic reward structure and in part to a general disdain for the pedagogical concerns of the schools of education. The impression held by graduate schools that there is nothing to learn about college-level teaching needs to be replaced by an apprentice teaching program. A credit course on teaching methods requisite to the completion of any Ph.D. should be made a part of the graduate curriculum. This would be coordinated with the appointment of graduate teaching assistants and fellows, so that the theoretical phase is encountered prior to assuming teaching duties and the applied phase is concurrent with those duties. Systematic evaluation of the applied phase should be provided. The success of such a proposal, however, depends primarily on the faculty's commitment to it. (Author/CCM)