This survey was designed to identify courses in pedagogy required of secondary education majors, credits awarded, student teaching credit and evaluation, and effectiveness of colleges and universities in preparing teachers for public schools. Responses from 310 teacher education programs accredited by the National Council for the Accreditation of Teacher Education (NCATE) for secondary education indicated the following results: (1) 50 percent or more of reporting institutions require secondary education majors to take courses in generic methods, specific methods, reading in content field, special education, and tests and measurements; (2) the most common pattern of course requirements includes a 3-credit course each in generic methods, subject specific methods, reading in content, and special education, and 12 credits for student teaching; (3) 50 percent of the institutions used regular grades for student teaching; (4) in 50 percent of student teaching cases, the college supervisor made the grading decision; and (5) 50 percent of the institutions reported less than complete coverage on 22 of 37 specific teaching skills or competencies, in the areas of planning, curriculum, teaching strategies, educational technology, exceptional children, student assessment, and ancillary skills. The study concludes that restructuring of pedagogical coursework is needed, and that school districts should contemplate staff development activities in weak areas of teacher preparation. (Contains 21 references.) (JDD)