An exploratory study was conducted in North Carolina to examine the impact on teacher education programs of improved academic preparation for undergraduate teacher education majors. This report describes one such approach--the requirement that in addition to general college and teacher preparation courses, undergraduate education students complete a second major or academic concentration in a basic academic discipline in the arts and sciences. Focus group interviews with deans, teacher education program heads, education faculty, and arts and science faculty were conducted on each of 15 campuses in the University of North Carolina system. In addition, telephone interviews were conducted with students who were affected by the requirements. The findings paint a portrait of mixed positive and negative impacts of this policy, and suggest the second major requirement exemplifies the debate between those who support strong liberal arts backgrounds and those who support strong skill and methods training in the preparation of teachers. Appendixes provide focus group questions and a survey of student perceptions regarding the impact of the second major requirement on teacher education programs. (LL)