In a discussion of revitalizing teacher preparation programs, the questions of what a beginning teacher should know and be able to do in order to function at a fully professional level were considered. A description is presented of Operation PROTEACH activities at the University of Florida in Gainesville. This operation was generated by several conferences attended by university faculty, teachers and school administrators, and representatives of the Florida State Department of Education. During these conferences the basic elements believed to be central to the development of a reconceptualized teacher preparation program were identified: (1) a rigorous and extensive general education; (2) a comprehensive subject-matter base; (3) knowledge of the societal milieu in which a teacher operates; (4) a foundational education including educational history and philosophy of education; (5) a generic pedagogical component providing a set of knowledge which would be appropriate to teachers regardless of level or subject matter; (6) a subject-specific pedagogical component appropriate to the age level of students and subject matter; and (7) a component dealing with knowledge and experiences of a laboratory nature. Task forces were established to review five functions essential to the teacher's role: diagnosis, instructional planning, instructional management, observation, and interpersonal relations. Task force reports are used in curricular and program planning for PROTEACH. (JD)