Debate over the benefits and detriments of adult education faculty being integrally involved in K-12 teacher preparation programs has grown as increasing numbers of U.S. colleges and universities eliminate or consider eliminating their adult education graduate programs. The debate centers around the following positions: (1) adult education faculty should be involved in teacher preparation programs based on theoretical connections between K-12 and adult education learning theories; (2) adult education faculty should be involved in teacher preparation programs based on realistic financial and administrative constraints in colleges of education; (3) adult education faculty should not be involved in teacher preparation programs based on the uniqueness of adult education theory and practice; and (4) adult education faculty should not be involved in teacher preparation programs based on separate experiences and institutions. Finding a niche for adult education programs in colleges of education involves confronting tensions between these competing positions and determining where compromises may be made. Crucial to all positions is the inclusion of the concept of lifelong learning as a part of a college of education's foundational mission. This type of dialogue may even be viewed as a positive element for the discipline of adult education, causing the field to continually clarify its purpose and reaffirm its philosophical beliefs about educational practice. (Contains 19 references.) (MN)