The purpose of this descriptive multiple case study was to examine the elementary education preparation programs of three universities, identifying essential components and features of each program, as well as across programs. As accountability and standards call for teacher preparation to take action and develop stronger programs, this study aimed to provide programs with three different models, across varying contexts, to support their own efforts in developing effective programs. Three universities were included, as a result of their reputation with experts in the field and on national rankings. The study took place in two phases. Phase one focused on developing a program profile while phase two looked more in depth at the perceptions of teacher educators and teacher candidates. Data collection included the gathering of various artifacts and documents in phase one, as well as interviews during phase two. Data was analyzed through a content analysis, thematic network analysis, and cross-case analysis. As the sociocultural theory suggests, findings offer that the extent to which sociocultural awareness and clinical experiences are included in programs is critical for the overall effectiveness of the program and the construction of knowledge of teacher candidates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]