The paper examines ways in which ideas from conceptual change research have been applied to teacher education, focusing on the teacher education program at Monash University (Australia). Three developments have contributed to a sounder basis for linking interest in conceptual change research to practice at Monash University: (1) the research effort was interpreted within more comprehensive theories of learning; (2) research ideas were applied to the reform of teacher education programs; and (3) there was increased collaboration between teachers and academics in translating research activity into practice. Conceptual change at Monash University focused on understanding, alternative frameworks, metacognition, and a more contemporary view of constructivist learning ideas. It related to critical conditions that led to transformation in the teacher education program. The paper lists five propositions that were expressed early in the reform of the teacher education program and have provided a focus for continual review of the program. The third proposition (student teachers are actively constructing views of learning and teaching based on personal experiences and strongly shaped by perceptions held before the beginning of the program) is particularly relevant to conceptual change. Discussion of the propositions in light of continuing issues and future challenges concludes the paper. (SM)