This paper reports on the degree to which teacher educators have addressed the current calls for reform in teacher education. The data were taken from the Institutional Questionnaire of the Research about Teacher Education (RATE) Project of the American Association of Colleges for Teacher Education (AACTE). The 90 respondents, each representing one institution, answered 10 items on the survey questionnaire regarding their institution's actions on each current reform proposal. The items, drawn from various national reports on teacher education, involved: (1) raising admission standards for entry into teacher education; (2) offering scholarships and other incentives intended to attract teaching candidates; (3) instituting a 5-year program that terminates in a Master's degree and a teaching certificate; (4) instituting extended programs, e.g., MAT, M.Ed., etc.; (5) developing formal partnerships with school(s); (6) using teachers as teacher educators; (7) changing the liberal arts curriculum for preservice teachers; (8) instituting a recruitment program to attract better students; (9) changing exit standards; and (10) instituting an alternate certification program for literary arts graduates. A discussion is presented on the survey results in the light of how they reflect changes in teacher education and indicate new trends in change. (JD)