Teacher education has long been under pressure for reform. This is especially true for the second phase, which has so far been neglected in the public eye. The Potsdam studies on the preparatory service fill this research gap by providing an empirically grounded picture of the quality of the second phase in the state of Brandenburg. Using various research methods, such as standardized surveys and group discussions, both trainees and seminar leaders, trainers, and school principals were representatively surveyed about the strengths and weaknesses of the preparatory service from 2004 to 2006. With the most comprehensive studies to date on the second phase, some prejudices are being addressed; the performance capabilities, as well as the ongoing need for reform, are demonstrated.