This chapter presents the main features of how teachers are educated in Sweden, including current reforms due to teacher shortages and criticism of teacher quality. It based on from the notion of teacher education as a societally critical activ- ity, orienting around tensions, balances and difficulties in teacher education. It is argued that teacher education is a complex activity that policy and practice unfortu- nately do not pay adequate attention to. Teacher education in Sweden is profoundly varied. Recurrent top-down reforms complicate teacher education, as an under- standing of the central aspects of teacher education has not been agreed upon or endorsed. The continued criticism of teacher education, despite many reforms and changing practices, might indicate that recurring political demands to reform teacher education rest on unclear or inadequate grounds or incomplete information, or they might be conditioned by overarching political motivations. As teacher edu- cation is central to education in general and to the advancement of democracy, this is particularly worrying. It is through an analysis of the full complexity of teacher education that it becomes possible to design adequate reforms that result in transfor- mative work on how to ‘get better at getting better’, a feature that applies to both organizations and professionals.