In this paper, the authors discuss three main ideas. First, they examine traditional approaches to teacher preparation, and argue that teacher-preparation programs currently tend to train teachers mostly on issues related to instruction. They propose that teacher-preparation programs would benefit from expanding their focus to include explicit instruction on practical skills for dealing with social interactions with others. Second, they outline a framework for developing practical skills in teachers that will prepare them to effectively deal with parents, administrators, students, and other teachers. Third, they discuss how these practical skills can be measured. (Contains 3 figures and 1 table.)