This report analyzes teacher education and development policies in countries that participated in the Repeat of the Third International Mathematics and Science Study at the Eighth Grade and scored as well as or higher than the United States, also providing information on the systems of Australia, England, Hong Kong, Japan, Korea, the Netherlands, and Singapore. A teacher education and development model guided data collection and analysis. Based on this model, the report is structured around: control and governance; standards for entrance into and exit from teacher education programs; characteristics of education programs for eighth grade mathematics and science teachers; certification requirements; availability of advanced certification; alternative teacher certification programs; hiring and compensation; and inservice and professional development requirements. The report examines output of these systems in terms of teacher qualifications and teachers' confidence to teach mathematics and science. Results suggest that the United States faces great challenges in meeting the No Child Left Behind Act's requirements. Countries vary with respect to where along the teacher training pipeline they impose pressure points. There is a strong relationship between the number of pressure points with stakes attached and the number of high stakes filters used. Although some principles are successful in other countries, they are not necessarily transferable to the United States. Two appendixes present country demographic profiles and classification rubrics. (SM)