Although the No Child Left Behind Act of 2001 dismisses the role of pedagogy in teacher education, teacher educators see the need for a deeper pedagogy that includes the teaching of thinking and socioemotional processes, which are missing in traditional teacher preparation programs. This article outlines criticisms of teacher education found in the No Child Left Behind Act and in the document "Meeting the Highly Qualified Teachers Challenge" (U.S. Department of Education), as well as criticisms made by teacher educators and researchers. It presents a new pedagogical model--TIEL (Teaching for Intellectual and Emotional Learning)--that strengthens the preparation of teachers and outlines four principles that a new pedagogy must address. These principles include connections from teacher preparation coursework to pre K-12 classrooms and across national, state, and local program guidelines; communication about thinking and socioemotional processes; integration and balance in curriculum design; and valuing the experience of both the learner and the teacher. Applications of the TIEL framework to teacher education and K-12 education are included. (Contains 1 table and 1 figure.)