Every year, it seems, there are cries that foundations of education is in peril. A panel at the recent meetings of American Educational Studies Association (AESA) focused on the fate of foundations in teacher education programs. At this panel, foundations scholars engaged in lively conversation about how to protect and promote foundations of education at the departmental, college, university, state, and national levels. However, little action seems to emerge from these discussions. In this article, the authors call for some collective action in which foundations scholars ought to engage their will, in turn, serve to assist those who are fighting the battles for foundations as a component of teacher education in various venues. The authors believe that a three-fold strategy is appropriate to address the questions of foundations in peril. To contend with seemingly constant threats to the discipline, articulating these three things is the first step. (Contains 10 notes.)