This paper assumes that the preparation, orientation and induction of new teacher educators who teach prospective teachers is as important as the preparation of prospective teachers, and is thus worthy of careful scrutiny and analysis. Drawing on the literature on new faculty development, an analysis of the task and role of being a teacher educator, knowledge of the contextual features of teacher education institutions, as well as a longitudinal study of new college lecturers at the University of the West Indies, the paper lays out a framework for conceptualizing the preparation of teacher educators and the various factors that need to be considered when new persons assume such a role.