A long-standing dilemma in career and technical education (CTE) has been the best way to train new teachers. Recent literature reviews by Bruening et al. (2001) and Gray and Walter (2001) provide overviews of current CTE teacher education programs and CTE teacher licensing and preparation. Some of their findings include a trend toward more stringent academic preparation and higher grade-point averages for beginning teachers, as well as dwindling numbers of CTE teacher education programs and new programs for licensing persons with practical knowledge who lack academic credentials. In addition, although integrated curriculum has been widely promoted, few CTE teacher education programs provide more than minimal exposure to it, and most CTE teacher education programs provide less than ideal amounts of practical experience or knowledge base. Bruening et al. (2001)identify several challenges for CTE teacher educators: (1) the need to build capacity in CTE teacher education programs; (2) emphasis on quality and academic rigor; (3) the need to ensure preparation for curriculum integration; and (4) more innovative methods. Gray and Walter recommend CTE teacher education reforms including ensuring that teachers possess more pedagogical knowledge, subject-matter knowledge, and general knowledge; organizing teacher preparation programs around mission rather than titles; and developing alternative licensure models. (KC)