Since the mid 1980s, several groups including the Carnegie Forum, the Holmes Group, and the Center for Educational Renewal have conducted investigations and published reports and proposals on improving the quality of teacher education programs. This paper analyzes the various proposals and contends that current or recommended teacher education frameworks (respectively named traditional and prevalent) will not produce the desired results without restructuring the governance of teacher preparation. Among the conditions in prevailing governance structures that are analyzed are the following: state legislative bodies maintain autonomous regulation of teacher licensure criteria; roles, responsibilities, and qualifications of faculty and administrators of Departments of Education remain unregulated by the teaching profession; and several key actors responsible for preparing preservice teachers are left without representation or voting powers. Proposals which address these weaknesses are offered, including recommendations that professionals who implement decisions would also make them and that all key actors, including preservice teachers, who are directly involved in teacher education programs would vote on decisions. To accomplish these purposes, it is proposed that the responsibilities of the National Board for Professional Teaching Standards and of Centers of Pedagogy (as proposed by the Holmes Group) be extended. Three figures provide a visual representation of traditional, prevalent, and strengthened preservice teacher education governance structures. (Contains 28 references.) (LL)