This study aimed to identify the curriculum orientation of Kosovo teacher education as perceived by teacher educators. Moreover, it also sought to explore teacher educators' conceptions of effective teacher preparation in terms of the influences that shape them. Framed in a pragmatic paradigm (Crewsswell & Plano Clark, 2017), this study examined teacher educators' conceptions on effective teacher preparation and explored how their views were formed. In adopting a mixed-methods design, the study allowed exploring Kosovo teacher educators' views in a fashion that attains quantitative results while at the same time attending to the "local meanings" (Borko, Liston, & Whitcomb, 2007, p. 4). The current study shows that teacher educators consider a wide range of perspectives in the field in terms of their conceptualization of effective teacher preparation. In other words, they see all curriculum traditions considered under this study as valuable in graduating effective teachers. The qualitative findings suggest that the identification of teacher educators with a particular curriculum tradition in teacher education is primarily influenced by their educational background going as far back as elementary schools. In addition, the findings indicate that the interviewees' workplace for the most part was ineffective in promoting a particular view on effective teacher preparation as far as teacher educators are concerned. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]