This paper addresses the progressive efforts to reform teaching in the United States by making it into more of a profession. Three main components of teacher education, each designed to address a particular aspect of the teacher's work, are discussed: (1) the arts and science component in which prospective teachers acquire knowledge of the subject matter they will teach, and also acquire a liberal education that will enable them to go beyond mere teaching technique; (2) the pedagogical knowledge component in which the prospective teacher acquires a knowledge of teaching, educational research findings, and educational theory; and (3) the clinical component in which the prospective teacher practices and begins to master the teacher's art and craft. Descriptions are given of how the teacher education program at the University of Delaware has been re-structured in these components to meet current needs for reform. Included in reflections regarding needs changes in teacher education are suggestions for recruiting more talented minority group teachers. It is pointed out that hopes for a genuine profession of teaching rest upon reform of each segment of the teacher education program and also a realization that these reforms are insufficient without the restructuring of the schools. (JD)