This document explores how basic American cultural value patterns have influenced the nature of general studies, specialization, and professional education in programs of teacher education. The value patterns examined deal with individualism, the work ethic and the civic arts. These patterns are analyzed in terms of their control over what knowledge is offered to teachers and how it is offered. Emphasis on the liberal arts is traced to the value themes related to individualism. Implications are drawn from these values to explain the nature of teacher development as a form of individual development. A second set of values referring to achievement and success is presented as the rationale for professional education. Implications are drawn for teacher education as a system directed at technical proficiency and student achievement. The third set of values analyzed deals with the role of general education in teacher education. The implications of perceiving education as a common good or as a personal good are analyzed in terms of their influence on teacher education. The paper analyzes teacher education--its form and content--as a system which does not transcend its historic and cultural bases. (Author)