This article is part of a series of articles edited for this issue of "Childhood Education" relating to varying viewpoints and teaching strategies across the continuum of age groups, from early childhood to graduate education. Within this article the editors provide the text of an article written by a retired teacher educator whose interest and involvement in the field continues. She recently completed, with co-author Jeanne Machado, the fifth edition of Student Teaching: Early Childhood Practicum Guide, published by Delmar Learning, 2004. In this article, she evaluates the answers to the following questions based on the her personal experience as a teacher: What does the concept of best practices mean when it is applied to college/university teaching? Do instructors in departments of elementary and secondary education do likewise? and Since most of them, at one time, taught in pre-kindergarten or K-12 schools and had classes in the methods of teaching, do they, too, lecture when hired to teach college students? Sections included in the article are: Initial Changes and New Teaching Techniques; Next Step: Collaboration; Transition Difficulties; Results; and Conclusions.