In NCTQ's latest review of over 700 elementary teacher preparation programs, just over half are now aligned to scientifically based reading instruction. While this is real progress, far too many programs still do not adequately prepare aspiring teachers to teach reading—leaving teachers underprepared and students underserved. Some programs stubbornly cling to debunked practices. Additionally, we still see little progress in preparation to teach a range of learners, including English learners and struggling readers, like students with dyslexia. At a time of real national momentum, teacher preparation programs must do their part to ensure aspiring teachers ground their classrooms in strong reading instruction so that their students can thrive.