Programs may make well-meaning attempts to reduce fragmentation, but is a program ‘coherent’ if the learner does not experience it as such? The third paper examines ‘structural’ coherence by examining coherence from the perspective of the teacher candidate. This paper draws upon an analysis of surveys completed by students in five of the participating programs—2 in Norway and the United States, and 1 in Cuba. The surveys examine the degree to which candidates have opportunities to learn about theory, about practice, and about the links between the two—a key aspect of coherence within their coursework. They also explore coherence at the level of the program—including items that ask candidates about the relationship between ideas across all their courses. Initial analysis suggest that while students have opportunities to examine their own teaching practice and to read and discuss theory, they have few opportunities to link the two. For instance, analysis of surveys in both mathematics and language arts from candidates at one university showed that candidates reported substantial opportunities to learn about theory. They reported fewer opportunities, however, to use theory to analyze or examine their own classroom teaching experiences, i.e.to link theory and practice.