In this article, the author presents a holistic practice-based approach, consisting of two parts, to preparing candidates for quality teaching. The first part describes the essential knowledge, skills, and habits of mind for quality teaching. The emphasis is on understanding the learning process as influenced by the cultural and experiential background of particular learners and the philosophical stance through which the purpose of school learning is appropriated. The philosophical stance influences the design of learning experiences, the framing of the curriculum, and the social context in classrooms. The second part describes the design of opportunities for leaning to teach with an emphasis on epistemic practices and program qualities. In this discussion, at the core, the practices in teacher preparation are a mirror image of practices for quality teaching in PK-12 schools. The standards of evidence for integrity and trustworthiness are the same in teacher preparation and in PK-12 schools. (Contains 1 figure.)