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This chapter will explore the main historical trends of the continuous teacher education development in Russia since the 18th century till present. Continuous teacher education in Russia has been a historically changing problem. Its roots lie in the end of the 18th century but its further formation relates to the emergence and development of open comprehensive schools and the spread of general education and opening the universities throughout the country in the 19th century. At the same time neither in the 18th nor the 19th centuries, teacher education in Russia could not be considered as a system, since its structure did not yet have orderliness, stability, constancy and integrity, even at a minimal level (various educational institutions were abolished and closed, teacher education was just beginning to appear in the regions). Thus, the formation of teacher education as a system fell on the border of the 19th–20th centuries. The topic of continuous teacher education in the USSR received impetus since 1986, when the requirements of scientific and technological revolution determined the task of creating a unified system of continuous education in the Soviet Union. At the same time, the continuous education was not recognised as a guiding principle of the teachers' professional development, although de facto it already existed in the 1920s. The phenomenon of continuity in teacher education, understood as the totality of means and forms of obtaining and deepening teacher education throughout life, existed as early as the beginning of the 20th century.