P-16 initiatives across the nation, with the endorsement of the National Governors Association, are striving to create a seamless education system from preschool through college graduation. P-12 and postsecondary educators are being asked to collaborate on a much deeper level. These efforts are rooted in the belief that "today's education system lacks coherence and a sense of connectiveness among its component parts." Correcting this situation will require an alignment of standards, expectations, and processes at all levels of the nation's education system. If it succeeds, all children will enter school ready to learn, students will graduate from high school prepared for college or work, and students who enter college will finish college. The P-16 initiative, which is in varying stages of development across the country, will require educators at all levels to become more deeply involved in the full spectrum of student learning. Clearly, merging the two worlds of P-12 and higher education to create a seamless system presents many challenges. Understanding the expectations of each level is only the most obvious. At the same time, this proposed merger presents opportunities to create clear achievement standards for transition from one level to the next and to address many critical educational issues, such as the meaning of school readiness, issues of standards and assessment, the significance of a high school diploma, and readiness for work or college. In this article, the authors examine some of the implications of the P-16 initiative for teacher education from the perspective of teacher educators at a land-grant university. They identify seven implications that an integrated P-16 system of education will have for teacher education. (Contains 8 endnotes.)