Abstract: Teacher education program accreditation differs much from undergraduate teaching assessment, undergraduate program evaluation, teacher certificate examination and undergraduate program construction. This study adopts the perspective of historical institutionalism to analyze the influence of previous accreditation institutions on the practitioners of the current teacher education program accreditation and reveals four illusions regarding the actual accreditation work. The practitioners are advised to redirect their understanding from a macro－view to a medium view, from management to governance, from input to output and from presetting to generation so as to reduce the historical inertia and path dependence and promote the functioning of the new accreditation system.