Highly qualified teachers and administrators are in high demand. Too often the challenge is not simply preparing more teachers and administrators, but preparing the teachers and administrators we have. The overall quality of teachers and administrators is misunderstood and misdirected. Do states have a sufficient surplus of teachers and administrators who are prepared and willing to teach and/or lead in particular geographic locations in the most challenging classrooms? People in schools (Elmore, 2002; 2004) primarily learn values and expectations through practice; they do not learn new practices as a consequence of learning new values and expectations.