A study of the minimum program standards established by 50 state education agencies for preparation and certification of elementary school teachers focused on the status of general education requirements, professional education requirements, and requirements for areas of concentration. Two reference points were employed in analysis of the resulting data: the National Association of State Directors of Teacher Education and Certification (NASDTEC) standards of quality in the certification of teachers and the National Council for the Accreditation of Teacher Education (NCATE) standards for the preparation of teachers for certification. Data are presented in terms of the minimum semester hours in general and professional education and areas of concentration required by state departments of education. Data revealed a wide diversity nationally as to which major component (general vs professional education) is likely to contribute to the development of an excellent elementary school teacher. The most notable weaknesses of state standards in relation to the guidelines set by NASDTEC and NCATE fell within the professional education component. The central dilemma for teacher education institutions and state education agencies was seen as arriving at the proper balance between professional training and general education or liberal arts. (JD)