This article deals with the use of Problem-Based Learning. The emphasis on high stakes testing, classroom size, diversity, school violence, and much more impact public education and professional preparation programs relative to teacher education. Issues are presented dealing with Accrediting Commissions and Professional Organizations, and the use of strategies for implementing Problem-Based Learning (PBL). Two models are presented describing a system of Traditional Methods of Delivery and the recommended Method of Delivery Using Problem-Based Learning. Professors who employ quality Problem-Based Learning cases in their classrooms provide teacher candidates the opportunity to experience the process of solving real world problems as opposed to reading and memorizing lists of standards, teaching strategies, and qualities of effective teachers. Learning in context makes the information real and relevant. Teacher candidates immersed in educational research and knowledgeable about national, professional, and content standards are best equipped to become highly qualified in their fields. As a result they may be prepared to become teacher leaders.