There is increased accountability of initialteacher education (ITE) programs in Australia to developGraduate teachers who are better prepared. Most ITEprograms have been designed using Pedagogical ContentKnowledge. Informed by the growing Technological Ped-agogical Content Knowledge (TPACK) research, thisjournal article suggests that ITE programs need to developGraduate teachers who have the TPACK capabilities to usetechnologies to support teaching and student learning.Insights from the research and evaluation of theTeachingTeachers for the Future(TTF)Project,which was guidedby the TPACK conceptualisation, are provided. TheTTFProject, which involved all Higher Education Institutionsproviding ITE programs in Australia, drew upon theTPACK conceptualisation. TheTTF Projectresearch andevaluation included the development and administration ofaTTF TPACK Surveyand the implementation of the MostSignificant Change Methodology. Key findings resultingfrom the employment of these methodologies are summa-rised to provide guidance to inform the improvement ofITE programs to develop Graduate TPACK capabilities

• Developing Graduate TPACK Capabilities in Initial TeacherEducation Programs: Insights from the Teaching Teachersfor the Future Project