This paper is based on a major study commissioned and overseen by the national body for the teaching profession in Australia. The study seeks to collect and examine empirical evidence of the characteristics of effective teacher education and to compare evidence for the impact of different teacher education practices on performance. It has been informed by the findings of an earlier review and synthesis of national and international research about the qualities of effective teachers. The study is longitudinal, due for completion in mid-2010. It will provide an empirical evidence base to inform and support a national system of accreditation of teacher preparation programs with a focus on quality enhancement rather than on compliance to minimum requirements. In order to undertake this research it has been necessary to clearly conceptualise and operationalise the research problem, and to account for and disaggregate the effects of other variables such as the characteristics of prospective teachers on entry to preparation programs, and the school contexts in which early teaching experience occurs. This paper reports on the methodology employed and the validity and generalisability of the implications that may accrue from the findings.