This symposium presentation comprises five papers about the efforts of a consortium of three Iowa liberal arts colleges (Clarke College, Loras College, and the University of Dubuque) to develop a critical social perspective in its teacher preparation curriculum. An introduction by Michael Vavrus defines critical social perspective as a critical examination of the interaction between the school and its sociopolitical environment. "The Role of Teacher" (James A. Allan) outlines three challenges in teacher education: to enable future teachers to discover the necessity for change in schools, to help future teachers own a sense of ethical responsibility, and to help them know how to act on ethical concerns. "Meaning and Learning" (Bernard R. Dansart) presents the nature of the learner as supported by three axioms or pillars (freedom of will, will to meaning, and meaning of life) and discusses the importance of educating for meaning, because the discovery of meaning might be considered the distinguishing characteristic of human beings. "Part of the Road" (Bonnie von Hoff Johnson) discusses the disparity in the availability of technology in schools, reports on a survey of Iowa teachers concerning their use of technology, and admonishes teacher preparation programs to use computer technology and encourage prospective teachers to address school inequalities. A conclusion, titled "Working with Colleagues in the Development of a Critical Social Perspective: A Department Chair's Experience" (Michael Vavrus), comments on the process of model building and course evaluation. Two appendices conclude the document: "Orienting Questions for the Critical Social Perspective" and "Faculty Self-Evaluation of Courses Form." (JDD)