The last paper focuses upon ‘conceptual coherence’ by examining the nature of the theory that candidates read in language arts and mathematics didactics/methods courses in the participating programs. Drawing from an analysis of the syllabi and reading lists from the language arts and mathematics classes in the participating programs, we explore the type of theory that candidates encounter in their didactics classes. In particular, we examine whether candidates have opportunities to read ‘grand theory’ or foundational theory such as Bruner or Vygotsky; applied theory, which includes research on the teaching of mathematics or language arts; or finally, subject matter theory (theoretical mathematics or literary theory). Initial analysis reveals some differences across language arts and mathematics reading lists. For instance, in three programs, the mathematics reading lists included more ‘grand theory’ and included several international authors along with many national authors; while the language arts reading lists included more applied theory and relied almost exclusively upon national authors. We explore the different implications of the attention to types of theory and representation of scholars (and key ideas within the readings) with regards to “conceptual coherence” and suggest findings that are relevant for programs seeking to become more coherent.