In the last decade, the education and policy communities in California have undertaken a major effort to reform the preparation of public school teachers. At the heart of this work is quality education for all children and high-quality teacher education. With the passage of Senate Bill (SB) 2042 in 1998, the state has set in motion the building of a learning to teach system. To date, subject matter, professional teacher preparation, and induction programs are in the early stages of implementing the mandates of this reform. It is at this juncture that the author reflects on the evolution and direction of the state's work. The author does so as a credentialed teacher in California and as a teacher educator. The author brings to this reflection two broad questions that are raised and addressed in this article: (1) Are reforms in teacher preparation and the school curriculum just a cycle?; and (2) Apart from being a radical shift in how we think about the preparation of teachers, what distinguishes this reform legislation?