This article takes a multi-case perspective on teacher preparation at new graduate schools of education (nGSEs) across four sites. The article argues that teacher preparation at nGSEs is a study in contrasts. On one hand, nGSE leaders frame teacher preparation at their institutions in terms of the marked contrasts they perceive between their programs and teacher preparation programs at universities, which is one of their principal justifications for the relocation of teacher preparation to new non-university organizations. On the other hand, there are stark contrasts within and across nGSE sites in how teacher preparation is conceptualized and enacted, depending primarily upon the interplay of underlying assumptions and values and the larger professional and political purposes to which particular nGSEs are attached.