Great teachers know that learning requires practice. Ironically, when teachers learn, they listen to people talk about teaching, and sometimes they talk with others about teaching, but they very rarely do teaching. Novice teachers need many more and much better opportunities to practice their new craft, especially in short, high-frequency, low-stakes formats--similar to "drills" used in sports and music education. One of the most promising experiments that we could conduct in teacher education would be to substantially accelerate the adoption of these kinds of opportunities and to make them routine parts of pre- and in-service teacher preparation. By 2025, teacher education should ensure that 1) pre-service teachers will have opportunities for approximation and practice at least once a week in at least 50% of the approximately 2,000 teacher preparation providers in the United States, and 2) in-service teacher professional learning will include opportunities for low-stakes practice in the annual professional learning opportunities available in at least 10% of the 130,000 schools in the U.S.