Cochran-Smith (2003) argued that a major problem with efforts to reform both teaching and teacher preparation is a failure by many stakeholders to comprehend the "unforgiving complexity of teaching." Much of the discourse of educational policy and reform, both then and now, conceptualized teaching as a relatively simple process of teachers enacting particular strategies or teaching moves that would result in a linear progression of increased student achievement as measured by high-stakes standardized tests. Such a theory of teaching ignores the complex, recursive, and often rhizomatic nature of both teaching and learning to teach. This paper recounts how a group of faculty members in an urban teacher education program at a research university in the Midwestern United States is attempting to restructure teacher preparation using Hollins' theory of teaching as an interpretive process (TIP) (Hollins, 2011, 2015b). Organized into three sections, the authors first present a conceptual frame articulating their understanding of TIP (Hollins, 2011, 2015b) in contrast to traditional models; second, an account of their struggles as teacher educators and scholars of teacher education to reconstruct their conceptions of teaching and learning to teach in light of TIP, including a description of a tool they have utilized to help teacher candidates understand and internalize TIP; and fourth, implications of their work with thoughts on moving forward.