This document summarizes findings from a 1998-99 study of teacher development that investigated California's challenge to provide high quality teachers for all students. California's set of standards to improve education for all requires that all students have qualified teachers. In order for California's move toward academic excellence to succeed, it must simultaneously increase the quality and quantity of the teacher workforce. To address this challenge, a coalition of stakeholders came together to search for solutions. This document summarizes findings from the study and presents recommendations of the state task force. It discusses the supply of and demand for qualified teachers; distribution of unqualified teachers; the system of preparing qualified teachers; support for beginning teachers; teacher professional development; and state and district support. Results find that California has been aggressively developing and implementing many new programs to address professional development needs, but it has not created a system that supports the kind of teacher learning and professional growth that translates into excellence. Most schools and districts provide inadequate supports and incentives to allow teachers to enhance their own learning. Too many teachers work in conditions that inhibit professionalism. An appendix presents data collection methods and analysis. (Contains approximately 85 references.) (SM)