Based on a review study (Veugelers, in press) the paper will give an overview of goals and practices of moral values in teacher education. The distinction made between the different perspectives is inspired by the work on teacher education of Liston and Zeichner, Aloni’s philosophical foundations of humanistic education and our own work on different ways of teaching values (Veugelers, 2000; 2007). In describing and analyzing these perspectives we refer to the way they work with values, skills, praxis, and social action. In particular we focus on the more critical perspectives ‘participation and dialogue’ and ‘moral politics’. The five perspectives all have their particular strengths depending on the goals one has with education and the corresponding teacher education method. For example, when education is seen as very flexible in its content, structure and teaching methods, and education in which teachers are autonomous and considered to be professionals, then a more reflective perspective is necessary. If learning is seen as transforming practices and learning by doing and dialogue, then the participation and dialogue perspective is needed. The paper will show that teacher education can differ how they work with values and how the learning environment creates learning opportunities for students.