Abstract
The aim of the Council for the Accreditation of Educator Preparation (CAEP) is to assure excellence in teacher preparation by focusing on quality and continuous improvement through peer review and outcomes-based accreditation. This paper draws conclusions and recommendations from the literature on the challenges facing Saudi education preparation providers (EPPs) in achieving CAEP standards. The researcher explored the accreditation system in Saudi Higher Education, and the challenges that EPPs face on the way to becoming accredited by the CAEP. The study of current issues for Saudi EPPs will help teacher educators become better prepared to meet the CAEP standards and to provide more effective teacher education for students. Each CAEP standard is briefly identified and followed by a discussion of related challenges in Saudi higher education that might influence EPPs' abilities to meet the standard. Recommendations and solutions are offered in each instance. By way of conclusion, three priority areas for improvement are identified: faculty involvement and development; strategies for quality assurance; and strategy for curriculum improvement.