In many ways, the changing history of the Dutch windmills reminds the author of the many teacher education programs she has worked with and, in particular, the one she now works with at the University of Washington. To those who are unfamiliar with the inner workings of teacher education, programs that prepare teachers probably appear much as they always have: a collection of courses and brief clinical experiences that graduates and their employers often criticize. The reality is quite different. Most teacher education programs (TEP) have been and are being constantly revised to meet the changing needs and priorities of graduates, school districts, and the state. This capacity for adaptation and change is what gives teacher education, like windmills, such enduring value. Adaptation leads to improvement; new developments lead to new approaches. In this article, the author discusses how teacher education at the University of Washington has undergone just such a period of development and renewal.