Historians mine the evidence of the past to identify patterns of continuity and change. Some events mark swift changes, abrupt moments, while others simmer, changing slowly over time. Still others don’t change at all. Understanding the complexities of “the twinned concept of continuity and change” is the very stuff of history. 1 Further obfuscating historical understanding is the fact that both continuity and change occur simultaneously. At any given moment, the interplay between continuity and change is visible. The history of teacher education in Canada is no different. As the chapters in this collection illustrate skillfully, both continuity and change have been at play in the development of teacher education approaches and programs over the past two centuries.