This paper critically reviews the specific role played by universities in initial teacher training. It highlights several unique contributions to good quality teacher training within the university setting. These include advanced subject matter training, research-based instruction, and a critical reflection on practice. The paper also identifies a number of ways to improve existing training provision. They include the integration of subject matter competency, pedagogical skills, and practice teaching in order to transmit a holistic and meaningful set of tools and learning to the future teacher. In this respect, the paper discusses how mutually beneficial partnerships between schools and universities can be developed and sustained. Finally, the paper provides two examples of recent innovations in the United States and France concerning the institutional setup of initial teacher training. Both countries have adopted very different reform options which correspond to existing earlier structures, addressing the particular problems inherent in each system, and attempts to achieve the objectives of their respective educational policies. (Contains 79 references.) (SM)