This mixed methods study explores how English language arts (ELA) teachers are prepared to be effective educators in response to the national conversation calling for the “reform” and “accountability” of teachers. It is the first large-scale, national study of English teacher preparation programs since 1995, thus providing an account of the requirements and experiences teachers encounter as they prepare for licensure, as well as categorizing the theoretical and pedagogical approaches of the programs being studied. The study explores the effectiveness of English teacher education programmatic features, including content-specific teaching practices, and follows a pilot sample of student teachers from varying programs into school placements. The researchers will gain a clear portrait of the field by analyzing data from responses from English teacher educators to a national survey, from their submission of their methods (teaching practices) course syllabi, from responses to focus group interviews, and from a pilot study, which observes pre-service English teachers (student teachers) in the field. Note: the total funding for this grant to all participants is $256,797.00