Teacher preparation is receiving increased scrutiny and criticism. However, there is suprising little information about how teachers are prepared for their careers. In this article, we describe the state of teacher education across many preparation programs serving New York City public schools. We explore the characteristics of programs that prepare teachers for New York City schools, inclusing the orientation of programs, who enters these programs, who teaches in the programs, and what characterizes the core curriculum. Perhaps of greatest interest, we examine the variation across preparation programs. Counter to the belief that programs vary widely, we find the overall curriculum of teacher education to be more similar than different. We conclude with recommendations for what it might take to change the landscape of teacher education. Research Paper