The evolution and governing structure for teacher education and certification provide the context for analyzing the probable impact and issues caused by the implementation of performance-based teacher education (PBTE). Because the concept of PBTE is still being refined, such an analysis must be of a prescriptive and speculative nature. However, several factors which will have an effect on crucial governance issues can be identified: a) universities and state governments have had the most influence on educational policy to date; b) since the current system was institutionalized, teacher organizations, parent groups, ethnic minorities, students, and state legislators have gained in strength and will demand a larger share of the influence on educational policy; c) these varying interest groups have different value perspectives which the research base of PBTE is unlikely to resolve, with the result that value issues will become intensely political, engendering negotiations, coalitions, and compromises; d) the outcome of these political activities will vary according to the prior political climate of the state and the structure of statewide interest groups; and e) major policy trends such as tenure revision, affirmative action for minority employment, and the declining number of elementary/secondary pupils will effect the implementation of PBTE. (HMD)