There is a new generation of scholarship on teacher education, which includes researchers across the globe. This scholarship focuses not so much on preparing teachers or the shape of teacher education but on charting the knowing, doing, and becoming of teacher educators. While others say research on teacher education should use large-scale, multi-site, quantitative analysis examining teacher candidate learning, this book focuses on exploring the practical knowledge of teacher educators. We start our exploration of this new scholarship in teacher education with Deleuze and his understandings of difference and becoming. We explore becoming teacher educators and articulate how explorations into becoming hold great promise for knowing about teacher education. We end by attending to the meaning of an international focus concerned more with local variation than global culture. The text provides provocative new understandings for teacher educator scholars.