What is worth knowing, and what is considered a public good to know, reflects history and culture. This paper inquires into knowledge production and core values within three predominantly female teacher education traditions over time, and explores transforming practices and notions as those traditions were incorporated into the academic system of higher education in Sweden.  The three teacher education traditions are those of early childhood teachers, nursing teachers, and teachers of textile craft. Focus is upon forms of knowledge and local knowledge cultures within institutions of higher education. Power, knowledge, and gender come to the fore. The paper summarizes framework and key results of the research project Practical Knowledge Meets Academia, supported by the Swedish Research Council.