The movement to prepare graduate students to teach is relatively new in the history of the academy. During the past several decades, many graduate departments of psychology, like many academic departments, have gone from providing essentially no training to graduate students to teach to developing extensive training programs consisting of course work and supervision of teaching activities. Although as a whole, graduate programs in psychology have made substantial progress in preparing its students for careers in teaching, there remains much to be done in further enhancing graduate students' preparation for teaching. I discuss and provide recommendations for addressing several key issues that currently or in the future will impede the successful preparation of graduate students for teaching including the need for more research on preparatory practices, the need for more depth and consistency in these practices across graduate departments of psychology, the importance of maintaining the primary responsibility for preparing graduate students to teach within psychology departments, and the utility of having two or more faculty lead departmental preparatory teaching programs.