Teacher preparation in many countries has evolved in response to changing educational landscapes. This chapter examines the teacher preparation systems of three countries, Finland, Ireland and Singapore. It uses Banathy’s (1992) three lenses (systems/environment, functions/structure, process) to consider teacher preparation systems in order to establish common concepts and areas of divergence. The general principles and concepts arising from this analysis and synthesis are presented throughout, in the form of a general application to teacher preparation, using country specific examples as appropriate for illustrative purposes. Analysis shows that issues of control, freedom and ownership, in addition to the three systems lenses, need to be considered when viewing a system of teacher preparation.