This volume discusses the ways in which teacher preparation programs around the country are actively embracing civic education from the belief that teacher education is inherently tied to both the preparation of civil servants and the work of preparing citizens. In the field of education, specifically the work of preparing teachers, there has been a tradition of deeply considering the work in light of broader social obligations, and public school teachers are portrayed as in the front lines of those engaged in the work of moral and civic development. Civic engagement in higher education holds an increasingly popular place in the scholarship of teaching and learning, embracing an active, experiential form of learning, in such pedagogies as service learning, collaborative learning, problem-based or inquiry instruction, and other experiential education efforts such as role-play, simulations, theatre, field experiences, and action research methodologies). This compilation is divided into four sections: (1) "Conceptual Frameworks" provides a look at the conceptual underpinnings to programs seeking out intentional connections between teacher education programs and civic engagement; (2) "Collaborative Efforts" expands those conceptual frameworks into case studies of collaborative programs ranging from Professional Development School Models (PDS) to sponsored efforts of the American Democracy Project; (3) "Service Learning" offers an exploration of service learning as a curriculum effort within teacher education both pre-service and graduate and connects these efforts to the pedagogical project of civic responsibility; and (4) "Social Justice" provides analysis and reflection on including the explicit goal of social justice in education programs. (Contains 6 figures. Sections are footnoted and referenced individually.)