This paper considers a number of vested interest political forces that influence the course of educational reform. The discussion focuses first on the world of teacher education and some reform efforts emerging in that arena. Specific criticism is directed at suggestions made in the Holmes Group Report, pointing out the political hidden agenda embedded in the idea that teacher education should involve graduate level training following a four-year liberal arts program. Criticism is also leveled at the report "A Nation at Risk," citing errors in facts and findings from the report. The political implications of the Comprehensive Education Reform Act in Tennessee, which gave rise to the concept of Career Ladders, are also considered. A discussion is presented on reform happenings and their effect on teachers and schools. (JD)