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One of the ways in which the flow of knowledge between the sociology of education and society as a whole can be examined is by looking at the extent of its penetration into the teaching world and, more specifically, into teacher training programs. This paper aims to highlight the place of the flow of knowledge in these programs based on a case study of teacher training programs in Quebec. The authors present the problem, drawing their inspiration from a sociological study of the curriculum, then provide a picture of how teaching is carried out in these programs, and show that the sociology of education is of marginal importance. Finally, they provide an interpretation of the low status in which this discipline is held in the hierarchy of subjects taught.