Initial problems in developing desired social studies teachers' characteristics are identifying what good social studies instruction in the secondary school is, qualities a teacher must possess, and behaviors he or she must be able to demonstrate. Possible sources for standards are clock hours of work or number of courses; teacher recommendations; teacher role analysis; opinion survey of administrators, students, parents, and school board members; and components of existing programs which are considered successful. A standards framework that could serve as a common discussion focus for all institutions should reflect excellence (measured against an ideal, ultimate model) and quality control (norms based upon current standards). Students beginning a teacher education program should exhibit intellect, integrated personality, and capacity for growth. Before graduation, students should be evaluated for their positive attitudes, academic expertise, and professional expertise based upon the merger of educational theory and classroom practice. The conclusion is that social studies teacher education programs based upon standards of quality control and excellence can be developed when priorities are established within the social studies profession and conflicts among social studies educators over content and methods are resolved. (Author/DB)