This study examined the extent to which gender issues are incorporated into teacher education programs. Two separate lines of research informed and supported the study. The first related to research on gender issues in the school curriculum and environment, in the disciplines of education and teacher education, and in educational reform movements. The second line of scholarship related to feminist theory and feminist analyses of schooling. Two survey instruments were given to administrators and faculty at 30 teacher preparation institutions across Michigan; one survey instrument was given to students participating in one preservice program. Descriptive statistics and measures of central tendency were computed, and qualitative data were analyzed using Glaser's constant comparative method. Findings indicate gender related instruction is lacking in teacher education programs. While faculty and students advocated instruction on gender issues, they were unaware and uninformed about how it related to the classes they taught. This study also found that the absence of such instruction was unrelated to factors such as program accreditation, age and sex of faculty, and presence of program policy--all of which were among obstacles suggested in earlier research. These findings point to the need for a renewed effort to improve gender related discussion and instruction within teacher education programs. Four appendices present: the program survey instrument, the faculty survey instrument, the student survey instrument, and components of literature study project. (Contains 44 references.) (Author/ND)