This article describes the first phase of a longitudinal study that examines the impact of teacher preparation programs on the literacy instructional practices of teacher candidates. Case summaries and cross-case analysis by 12 researchers of 10 teacher preparation universities across the United States determined (1) the signature aspects of university teacher preparation programs, (2) how these compared to the International Reading Association's standards for reading professionals, and (3) the extent to which teacher candidates stated that they learned what was taught in the programs. Preparation programs represent undergraduate, postbaccalaureate, public, and private universities in urban, suburban, and rural settings. Findings for Phase 1 indicated 70% congruence between what was taught in the program and what candidates say that they learned. Candidates have strong declarative knowledge of curriculum and instruction, assessment, and what makes for a literate environment but limited knowledge of diversity and professional learning, and candidates before student teaching are unsure of how to implement their knowledge in practice. Implications for teacher preparation and future research are discussed.