Teachers are one of the largest licensed groups in the United States, and nearly all teachers are required to pass a licensure exam before entering classroom practice (U.S. Department of Education, 2016). However, "questions abound as to those exams' quality, design, and purpose: To what extent do they actually assess important professional competencies?" (Phelps & Sykes, 2020, p.20). There is a movement to professionalize teaching, but it is unclear how state-required licensure exams align or misalign with professionalization efforts. Unfortunately, little is known about the extent to which licensure exams "assess important professional competencies" and are a help or hindrance to the professionalization efforts (Phelps & Sykes, 2020, p.20). Knowing how licensure exams align or misalign with professionalization efforts will help us understand their contribution to the efforts to professionalize teaching. This dissertation focuses on one piece of a professional system: licensing exams and considers the possibility of blending of Abbott's (1988) general theoretical model of professions with Shulman's (1986, 1987) model of PCK which is specific to teachers and teaching. This dissertation poses the following question: how could a licensure exam contribute to a professional system of teaching that (a) strengthens teaching's jurisdictional grip, and (b) enhances the consistency and effectiveness of practice across the profession? It is not the intent to argue that licensing alone could do this, but to ask what role licensure exams might play in a multi-faceted professional system. The data collected suggest that there are variances in the types of knowledge teacher candidates are required to demonstrate on state licensure exams. Study limitations and recommendations for future research are also discussed. [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.]