In discussing quality indicators of teacher education programs, three components of teacher education are addressed: the program's content, the faculty, and products of inquiry. Three different rationales are presented for selecting and ordering content for teacher education curricula. These rationales, phrased as "decision-rules" are: in order to be considered viable content for a teacher preparation program, the concept, principle, or process must be: (1) related to student growth as revealed by empirical evidence; or (2) identified as a necessary curricular component by expert opinion based on experience; or (3) logically explained by a theory from social science and/or philosophy. Examples of content-maps resulting from the execution of each of these rules are presented to illustrate the nature of content resulting from each decision-rule. A discussion is presented on quality indicators of teacher education professors, citing the influence of prior teaching experience and the nature of doctoral preparation as important influences on the professor's subsequent performance in teaching, research, and service. A brief discussion is presented on a recent study undertaken to investigate inquiry productivity in teacher education among colleges and universities in the United States. The assessment of productivity was based on contributions to annual meetings of teacher associations and to leading journals of teacher education. References are included. (JD)