Although the development of new models is essential to the improvement of teacher preparation programs, the California system of accreditation of teacher education programs seems to hinder innovative program development and evaluation. External assessment in California is based on a discrepancy model which works best when applied to static programs. Excessive paperwork, slow turn-around time for program proposals, and complex bookkeeping procedures are problems related to reporting program changes. Failure to report program changes results in discrepancy with the state-approved program. Static programs are rewarded by decreased paperwork and lessened chance of discrepancy; the more dynamic programs must pay a high price through increased bureaucratic effort. The California system of accreditation needs to be changed if innovative teacher education programs are to be encouraged. (Author/MV)