This paper reviews several definitions and descriptions of the term knowledge base, identifies potential sources, and offers a guide for teacher education faculty who are considering the need to undergird their programs with appropriate knowledge bases. Questions such as how to begin the process of building a knowledge base, the steps involved, and what questions to ask are addressed, with insights from the relevant literature as well as from experience. Some suggestions for teacher educators to begin constructing a knowledge base include: (1) analyzing and making explicit their own beliefs regarding the roles that prospective teachers must be able to fulfill in schools and classrooms; (2) seeking a reasonable degree of consensus with the liberal arts faculty through a variety of information gathering methods; (3) committing to the attainment of a program philosophy which will preserve and enhance institutional uniqueness; (4) developing courses and curriculum reflecting the program theme; (5) specifying desired program outcomes; (6) selecting a set of source documents containing essential knowledge; and (7) designing a program model. A list of 23 references is appended. (LL)