This collection of papers describes the process of creating a standards-based teacher education program through strong collaboration among arts and science, education, and P-12 faculty members and administrators. The Standards-based Teacher Education Project (STEP) was designed to help teacher education programs ensure that their graduates know their subjects, how to teach their subjects, and how to assess student learning, all with the purpose of ensuring that P-12 students meet standards. Part 1 is "Getting Started: The Process Step by Step" (Patty Garvin). Part 2, "STEP Basics: Standards, Alignment, Assessment, and Collaboration," includes "A Context for Change: The Evolution of STEP" (Carol E. Smith); "STEP Basics at the University of Georgia" (Michael Padilla and Mark Faust); "Reviewing STEP at Coppin State College" (Elinor C. Santor, Leontye Lewis, Genevieve Knight, Wyatt Coger, Thaddaus Phillips, and Geraldine Waters); "Leadership for Change at the University of Indianapolis" (E. Lynne Weisenbach); and "Developing a Standards-based Program at Ball State University" (Thomas S. Schroeder). Part 3, "STEP as a Catalyst for Change in Teacher Preparation," includes "Moving Beyond Rhetoric to Policy Implementation" (Emerson J. Elliot); "A Framework for Change" (Diana W. Rigden); and "How Administrators Can Bring About Change" (Ronald J. Henry). Part 4, "STEP Variations: Negotiating Change and Addressing Campus Needs," includes "Assessing Knowledge in a Graduate Program" (Sue E. Small); "Do Undergraduate Candidates Know the Content They Will Teach?" (Carol Vukelich); "Developing Structures for Shared Responsibility" (Wynn Egginton); "Dealing with Leadership and Personnel Changes: Keeping the Vision" (Kathy Simons); "Making the Most of External and Campus Resources" (Sam Evans); and "STANDARDS and STEP...Reforming a Teacher Education Program" (Curtis Martin). Part 5, "The View from Beyond the Campus," includes "STEP's Role in Georgia's Statewide P-16 Initiative" (Dorothy Zinsmeister) and "Maryland's Participation and STEP's Relationship" (Virginia Pilato). A section on national perspectives includes "You CAN Get There from Here...Navigating Student Success" (Kent Siedel) and "Stepping Back from STEP: What Have We Learned about the Process?" (Nancy Adelman). The 24 appendixes comprise the bulk of the report. Some of the materials included in the appendixes are: Guidelines for Standards-Based Teacher Education Project; University of Georgia Standards Mapping and Alignment Process; University of Georgia STEP Student Teacher Survey; Sample Pages from Ball State University Curriculum Mapping Tool for Aligning Standards and Performance Artifacts to Courses; and Example of Johns Hopkins University Candidate Work for Certification in Secondary English. (Contains 12 tables and 1 figure.) (SM)