The premise initially taken was that between 1944 and 2007 the vertical discourse of Further Education Initial Teacher Training (FEITT), in the discrete form of the disciplines of Sociology, Psychology and Philosophy (Bernstein, 1996) had been eroded over time as a result of increased government regulation. This view was subsequently refined through the research process which involved analysis of archive documents, survey questionnaires to current providers of FEITT and follow-up interviews with a range of FEITT trainers. A conceptual framework (Barnett, 2006) that drew on Bernstein's concepts of classification, framing and re-contextualisation of vertical discourse within vocational education and training was one significant factor in this change of focus. The research shows that whilst a comparison of the documentation suggests that the vertical discourse has become fragmented, the data provided by current courses indicates that the vertical discourse remains strong, albeit in an altered and 'recontextualised' form. The conclusion is that the 'vertical discourse' of FEITT has changed in terms of its'classification and framing', from the original discipline, and knowledge based epistemological stance of early programmes, through a process of what Barnett describes as 're-classificatory' or'dual re-contextualisation'. What the data reveals is that, in this new 'form', the re-contextualisation of disciplinary knowledge becomes a significant factor and one that requires teacher educators, to 'face both way', in the delivery of vertical discourse, that is more locally derived and context specific than in former FEITT courses.