In the past few decades, secondary education programs at normal universities and elementary education programs at teachers colleges have always been the professional cradles to cultivate future teachers in Taiwan. Today, multiple policies in teacher education and diminishing demand for teachers have become the major factors that urge amalgamations among teacher preparation institutions and comprehensive universities. Under such circumstances, challenges that are caused by the consolidation of two academic units emerged. Namely, the traditional role of professors in normal universities or teachers colleges is that of mentor. However, in research-based universities, professors have to devote most of their time to research instead of providing guidance for future teachers. Therefore, professors from the formal normal universities and teachers colleges now need to seek for a balance between academic performance and teaching practice in comprehensive university settings. This paper takes Hwa-Shih College of Education in Dong-Hwa University as an example and explores the problems and solutions of implementing teacher education programs in a comprehensive university setting. To deal with the above mentioned dilemma, this research looked further into details of how we continuously cope with problems and always seek for better solutions to inculcate highly-qualified teachers on behalf of domestic K-12 students in Taiwan. Two major solutions are discussed in the study, namely: 1.Promoting faculty members’ academic creativity, so as to produce the maximum research energy among all college members and 2.Cultivating high quality and active future teachers with professional competence in the field of education.