This special issue, "Bold Ideas for a New Era in Teacher Education, Teacher Preparation, and Teacher Practice," seeks to examine the impact of bold ideas on our field. Authors were asked to propose particular bold ideas that they wanted to examine. I proposed to examine the concept of bold ideas itself. In this article, I challenge the notion that boldness is an inherently good thing. I am not arguing against any of the particular examples of bold ideas offered in this special issue, rather I argue against the pursuit of boldness per se.