The preservice-inservice, performance based teacher education (PBTE) program of the University of Toledo (Ohio) is described as an important example of the progress PBTE has made in the last decade and as an embodiment of changes the movement is undergoing as it assumes a permanent position in the process of educating American teachers. Presented against a backdrop of predictions on the future of teacher education, the Toledo program and its organization is described as a blend of PBTE, competency based education (CBE), and individually guided education (IGE). Conceptual design and basic assumptions of the program are listed. The public school system inservice program, paralleling campus program development, is also described, as is the creation of a Teacher Education Center, designed to assume the role of implementer and re-educator in schools where PBTE, CBE, and IGE are being initiated. Other activities of the university in preservice and inservice PBTE teacher education are noted. The necessity for a review of research and evaluation needs are examined, and a prediction for the future of PBTE is given. (MJB)