This paper discusses the perceived effects of nationally posited and state-mandated reforms in teacher education upon vocational teacher education and charts some future direction for vocational teacher education within this overall context of educational reform. The paper discusses the salient features of reform in teacher education as mandated by policy groups in at least 46 states. Some of the philosophical underpinnings of vocational teacher education are presented, and their uniqueness within teacher preparation is discussed. The paper addresses issues in vocational teacher education with regard to reform in initial state certification requirements, teacher testing, and program or curriculum changes. Some data on teacher education and vocational teacher education are included. A proposed framework for determining the knowledge base of vocational teacher education and three alternative, testable models for its delivery are offered. Among the specific recommendations are the following: (1) establish a national commission to examine and study vocational teacher education within a context of education reform; (2) collect data on vocational teacher education; (3) validate the philosophy undergirding vocational teacher education; (4) determine more specifically the effects of mandated reforms on vocational teacher education; (5) determine the knowledge bases for vocational teacher education; and (6) experiment with varying models for delivering vocational teacher education. The paper includes 37 references. (KC)