This report, one of a series of state policy studies produced by the Learning Policy Institute in collaboration with the Council of Chief State School Officers, examines teacher licensure and preparation program approval systems in West Virginia. This study was designed to assess how these systems are advancing the preparation of a well-qualified and equitably distributed teacher workforce to support all students' deeper learning and social, emotional, and academic development. This report draws on multiple sources, including state teacher and student data, analyses of statutory and regulatory frameworks and policy activities, and interviews with educators and state agency staff. It opens with a description of the state policy context, including challenges in public education and the teacher workforce. The report then describes in detail the current system of teacher licensure and preparation program approval, including recent policy changes and implementation. Finally, the report draws on contemporary research and state policy examples to provide recommendations aimed at systemic improvement and intended to help policymakers move closer to West Virginia's teacher workforce goals.