This article proposes that teacher education programs be developed to promote social justice and accountability. Teacher educators must prepare teachers by (a) inspiring them with experiences of schools and classrooms where the achievement gap is disappearing, (b) preparing them to use curriculum standards and assessments, as well as multiple pedagogical and learning theories and strategies, (c) equipping them to work closely with families and communities, (d) teaching them how schools and classrooms promote and end educational inequities, and (e) inspiring them to do the hard work necessary to close the achievement gap. This requires teacher educators who are committed to the same. The article describes a few instructive events that influenced changes in a particular teacher education program and concludes with ten paradoxes used to build the new program focus on equity, excellence, and integrity.