The Teacher Education Assistance for College and Higher Education (TEACH) Grant program provides grants to students who are completing or plan to complete the coursework required to begin a career in teaching. As a condition for receiving a TEACH Grant, a recipient must teach for at least four years in a high-need field at an elementary or secondary school or in an educational service agency that serves students from low-income families within eight years of completing their program of study. If a recipient does not fulfill the service obligation, their TEACH Grants are converted to Direct Unsubsidized Loans. A recipient must repay these loans in full, including interest that would have accrued from the date of each TEACH Grant disbursement. Since the inception of the program in 2008, over 400,000 TEACH Grants have been disbursed, totaling over $1.3 billion. Over the last decade, the TEACH Grant program has received significant attention due to challenges associated with administering it. One of the more prominently cited challenges pertains to loan conversions of TEACH Grants when recipients fail to submit annual certification paperwork on time even though they have been teaching in a qualifying position. The U.S. Department of Education (ED) recently implemented a reconsideration process to address loan conversions in such circumstances. While ED and Congress have worked to address some of these administrative challenges, a broader issue still persists with the program: half of new TEACH Grant recipients are expected to see their grants converted to loans. This high expected conversion rate raises several questions regarding the efficacy of the program. Several additional issues related to TEACH Grants may garner congressional attention. Current issues are related to program design, including the extent to which the program successfully identifies individuals who commit to teaching, the size of the TEACH Grant benefit, challenges associated with finding and sustaining a qualifying teaching placement, and teacher preparation program quality at institutions that disburse TEACH Grants. Other historical issues, which ED and Congress have attempted to address, are related to program implementation, such as challenges associated with certification of teaching service and the absence of an appeals process. Lawmakers may also wish to consider other changes that have been proposed since the TEACH Grant program was authorized. This report begins with a brief legislative history of the TEACH Grant program. That is followed by a description of how the program is structured and administered, as well as its budgeting approach and participation data. The report concludes with a discussion of issues related to the TEACH Grant program that might garner attention in the 118th Congress.