To identify specific instructional features prompting meaningful change among teacher candidates, this literature review evaluated studies that examined the influence of teacher education coursework on preservice teachers' conceptions and practices. Literature came from books and from journals published between 1992-96. The review examined whether studies reported a relationship between particular practices and important outcomes for preservice teachers. Of the 43 studies evaluating this relationship, 32 reported meaningful learning in preservice teachers. This article describes instructional features associated with preservice teacher learning as reported in the 32 studies, discussing the review methodology and inclusion criteria guiding the best-evidence synthesis. It gives examples of the 12 instructional features used in studies reporting significant learning and evaluates the quality of supporting evidence. The features include: view modeling; course content used in context; information presented about the content; repeated reflection on/use of a limited number of principles; experienced teacher participation; assigned readings; integrating concepts across courses and/or sequencing courses; discussing, analyzing, or solving problems with peers; trying out/practicing course content; individual assignments; interaction with instructors; and experiencing the principle over an extended period. (Contains 64 references and 2 tables.) (SM)