The purpose of this study was to understand the development of teacher preparation at small denominational colleges. Hope College, a college in the Midwest, was used as an illustrative case study to examine this question. A qualitative organizational analysis using case study methodology was used for this research and followed an interpretive approach. This case study investigated the way teacher preparation has come to be organized and institutionalized. Methods of inquiry were drawn from archival records, documents, interviews and direct observation. Connections between the historical context and current organizational structures were filtered through the conceptual framework and analyzed across institutional, task, and cultural environments in order to bring an increased awareness of the organizational and institutional factors influencing the way teacher preparation has come to be structured at this specific teacher preparatory institution. In this study, certain patterns emerged regarding implications for theory and practice for organizations. In particular, the research suggested the following themes: (a) transitioning operationally from a relatively closed system to a more open system model, (b) change related to resource dependency, and (c) strategies for continuity of core organizational values. [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.]