Australian Teacher Education is increasingly focused on sets of deliverable outcomes, while debates on how best to prepare student teachers continue to rage. Research by the authors indicate many early career teachers still find the process of beginning teaching overwhelming. Recent literature suggests that teacher educators should focus on developing students’ capacities for resilience and empowerment (Johnson et al., 2010). Others suggest teacher education programs will continue to have limited success in preparing students to teach, until they adequately prepare their students to reflect on their teaching (Schuck, et al., 2012). Our findings indicate the importance of resilience, reflection, responsiveness to students and resourcefulness. This paper takes Claxton’s 4Rs of Building Learning Power (2002) and modifies these to argue for the 4Rs of Teacher Education. It suggests teacher educators need to produce graduates who are Resilient, Resourceful, Reflective and Responsive. The presentation discusses how we might develop these characteristics in Teacher Education programs for the future. Claxton, G. (2002). Building Learning Power: Helping Young People Become Better Learners, Johnson, B.,et al (2010, July). Conditions that support early-career teacher resilience. ( Australian Teacher Education Association Conference, Townsville, Qld.) Schuck, S., et al (2012, in press). Beginning Teaching: Stories from the Classroom.