Advances in the science of learning and development, along with the increasing demands of life and work in the 21st century, are raising expectations for schools and educators. Policy levers that affect the teacher workforce will play a key role in meeting these expectations. This report, one of a series of state policy studies produced by the Learning Policy Institute in collaboration with the Council of Chief State School Officers, examines teacher licensure and preparation program approval systems in Wisconsin. This study was designed to assess how these systems are advancing the preparation of a stable, diverse, well-qualified, and equitably distributed teacher workforce to support all students' deeper learning and social, emotional, and academic development. This report draws upon multiple sources, including state teacher and student data, analyses of statutory and regulatory frameworks and policy activities, and interviews with educators and state agency staff. It opens with a description of the state policy context, including challenges in public education and the teacher workforce. After a description of the recent policymaking activity that has created current systems, the report lays out the workings of licensure and program approval in detail. Finally, the report draws on contemporary research and state policy examples to provide recommendations aimed at systemic improvement and intended to help policymakers move closer to Wisconsin's teacher workforce goals.