The purpose of this investigation was to conduct a content analysis of the publications of the Association of Literacy Educators and Researchers (ALER), previously known as College Reading Association (CRA), in the area of preservice teacher education in literacy. As a service to the organization, 71 articles published in ALER's flagship journals between 1961 and 2011 were analyzed. Articles were coded to document descriptive characteristics, topics and issues addressed, and recommendations for improving teacher education. Findings are discussed in light of challenges to teacher educators in general and to ALER's Teacher Education Division in particular as we continue to raise the bar in terms of making substantive contributions to the improvement of the next generation of teachers.