Research on coherence in teacher education suggests that programs can reflect both “conceptual” coherence among the professional visions of those who work with teachers and “structural” coherence—the alignment of key assignments and experiences across coursework and fieldwork (Feiman-Nemser, 2001; Hammerness, 2006, in press). This paper reports on a cross-case analysis of ‘structural’ features of all participating programs—Finland, Norway, Chile, Cuba and the United States--that may or may not contribute to program coherence. Features examined include demographics, acceptance rate, amount of teaching practice in schools required, and who selects teaching placement. Our initial analysis suggests that these features vary considerably across the programs. For instance, in terms of school-based teaching practice requirements, one program required approximately 100 hours while another required over 800 hours—an important feature in examining coherence and the relationship between theory and practice. In organizing student teaching placements, while most programs chose master teachers or schools for their candidates, at least one program left it up to the candidate to coordinate. These aspects of field placements can contribute to program coherence (Grossman et al, 2008). We analyze this considerable variation across programs and suggest key implications for the development of structural coherence.