Teacher preparation has long suffered from an issue of status in the United States. As a way to professionalize teaching, subject area-specific standards have materialized as one of its most powerful tools in homogenizing what teacher candidates should know and do upon graduation. These standards play a large role in accreditation, but they operate in isolation from one another. To actualize clinically based teacher education, such standards can no longer remain in silos. The purpose of this study was to understand what subject area standards for teacher education exist; on what key concepts, topics, and ideas do they collectively agree; what is distinct to each; and what the implications are for teacher education. Using document analysis, seven sets of standards for teacher education across five subject areas were examined. Findings show that while there were distinctions, there were more similarities among the subject areas. This finding demonstrates a common understanding of basic knowledge and skills across disciplines teacher candidates need to be profession-ready teachers.