Part of a series of position papers prepared by the American Association of Colleges for Teacher Education (AACTE), this pamphlet considers the need for extended teacher education programs. Seven alternative models of extended teacher preparation programs are described: (1) four-plus-one (B.A.); (2) four-plus-one (internship); (3) five-year (B.A. plus masters); (4) five-plus-one-year (master's degree plus internship); (5) four-plus-two-years; (6) four-plus-three-years (doctorate); and (7) three-plus-three years (doctorate). This examination discounts two commonly believed notions which have had a profound and not fully recognized impact on teacher education programs. The first is the view that teacher education programs are controlled by the entire community and not by the schools, colleges, or departments of education. The second, persisting notion is that prospective teachers do not study the subject matter that they will later teach in the other university departments of liberal arts and sciences or subject-matter discipline. In a discussion of the extended teacher preparation program, five sets of issues and problems are addressed: (1) adequacy of teacher education knowledge base; (2) additional costs associated with extension; (3) difficulties encountered by colleges and universities; (4) legal matters; and (5) relationships with external groups. (JMK)