This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation, looking at: the importance of subject matter knowledge to effective teaching and teaching skills; characteristics of effective teacher preparation programs (though there is no conclusive research on effective program characteristics, it appears that solid field experience under good supervision results in teachers who stay in the profession longer and are more effective); program incentives and accountability mechanisms; and effective induction program characteristics (e.g., such programs are adequately funded, include a good evaluation process of new teachers, are based upon well-define program standards, and go beyond the first year of a teacher's career). (SM)