With the current surge of developing highly effective teachers, the scrutiny of teacher preparation programs is at the forefront of national teacher education conversations. In this content analysis, the researchers examined the teacher preparation programs of 10 schools in the Universities of Washington (D.C.) Metropolitan Area consortium using a community of practice lens. More specifically, researchers investigated the requirements for elementary school teacher licensure looking at the coursework, length, duration, and clinical experiences from the teacher preparation programs' websites. Results show that programs across the consortium differed dramatically in their length, duration, and course requirements. These findings compel teacher preparation stakeholders to consider how diversity among programs impacts the development of effective teachers.