Historically, teaching has been considered an art, not a science, and therefore not subject to scientific analysis. However, there now exists a body of knowledge and a fresh set of conceptions about teaching upon which to base teacher education. Recent and numerous advances in pedagogical knowledge can now be used to provide teacher education with a scientific foundation. Over the last decade or two, the scientific approach to the study of education has been unusually fruitful, though not all of that research has yet been incorporated into teacher education programs. Schools of education at the major state universities should be leading the way in developing new programs of teacher preparation based on research on teaching. Research having implications for teacher preparation is cited in the areas of: time factors in learning; success and positive reinforcement; structuring behavior; pedagogical decision making; classroom management and achievement; and effects of expectations on student performance. (CB)