The history of normal school education remains an area of study that has attracted relatively little attention from educational historians in recent years, although a growing body of literature is emerging (see, Allison, 1998; Goodlad, Soder, & Sirotnik, 1990; Herbst, 1991; Lucas, 1997; Monroe, 1952; Salvatori, 1996). Nonetheless, early normal schools in New England and the Midwest have received greater attention than those established in the Southwest. Normal schools were first established and derived their name from France. These institutions were established specifically to educate and train teachers, and they quickly spread across Europe and later to the United States as public education blossomed. This research details the normal school narrative in the late 1800s and early 1900s when "normals" primarily served as the only means for women in the Southwest to achieve advanced education. The intersection between gender and teacher education at normal schools is explored, as gender became a defining characteristic of these institutions. Eventually, many normal schools became universities that exist today. Clear understandings of normal schools and teacher educators make enquiry into this area difficult in the contemporary world, and historical analysis is even more complex. The deeply contextual nature of the teaching profession further compounds the study of normal schools (Borrowman, 1956). The manner in which prospective teachers have been educated at particular institutions always has been heavily influenced by the specific nature of the institutions where this practice took place. At the same time, however, various states throughout the 20th century adopted standards for certification that prospective teachers in particular states had to attain before earning a certificate to teach. Thus, programs for the education of teachers have reflected not only the nature of specific institutions, but also the requirements mandated by state departments of education across the country.