Since 2005, the author and Elizabeth Moje have been engaged in a project to create a more coherent and cohesive program to prepare secondary teachers at the University of Michigan, a project they call the Clinical Rounds Project. Central to this effort has been their use of "disciplinary literacy" to build connections and enhance prospective teachers' capacity to use reading and writing to teach history to a range of learners across a range of contexts. What began as an explicit, three-semester focus on helping prospective teachers learn to use the historian's specialized knowledge and literacy practices has mandated a number of programmatic reforms, each reducing significantly the fragmentation that preservice teachers face. The Rounds Project thus far has centered mostly on improving the undergraduate teacher education in history and the social sciences, though they have begun to extend their efforts into the science, math, and English language arts areas. Their program is relatively small, certifying approximately 400 secondary students per year in all content areas. In this essay, the author describes their decision to make adolescent and disciplinary literacy central to the work of preparing teachers, explains what this has meant for their program, and offers a bit about what they are learning from this work. (Contains 35 notes.)