This paper shares the development and evolution of a pragmatic-experiential model of teacher education at the University of West Alabama. The model is grounded in the theories and philosophies promoted by Dewey and James. The philosophy of pragmatism encourages testing the authenticity or truth of ideas through experience. Experientialism, an elaboration of pragmatism, views knowledge as most useful when tested in a social context. The educational practices utilized within the model encourage the development of teachers who are committed to developing citizens for democracy. More specifically, the pragmatic-experiential model prepares teachers who: (1) participate in collaboration to recognize the social nature of learning and the power of the collective community; (2) employ application for progression of professional growth from a novice candidate in pre-professional experiences to consciously pragmatic-experiential teachers; (3) practice inquiry to make discoveries in response to novel situations and to pose questions as critical thinkers in planning and decision-making; and (4) utilize reflection to engage in a disciplined analysis of situations which generates alternatives and results in deeper understanding. The students develop these competencies through a logical sequence of courses and experiences in general studies, professional studies, pracitcums, and student teaching. (Author/ND)