Teacher preparation in science and mathematics will be best served by improvements both in the pedagogy and content of the undergraduate science and mathematics courses required of future teachers and in the reform of required science and mathematics methods courses. In a review of the history and politics of teacher education, the paper underscores the twin goals of achieving program coherence and higher standards. It compares the place of mathematics education in mathematics departments with that of science education in science departments and recommends the replacement of bare bones methods courses with those combining pedagogy and content. (Contains 23 references.) (Author/YDS)