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This report addresses various dimensions of a major policy issue in teacher education--the need to help all teachers acquire the attitudes, knowleige, skills, and dispositions necessary to work effectively with a diverse student population. The differences are related to social class, ethnicity, culture, and language. The problem of educating teachers for diversity is one of educating white, monolingual, and mostly female teacher education students during preservice teacher education. Several aaspects of the problem are outlined under the headings: ideas about what teachers need to be like, know, and be able to do to teach ethnic- and language-minority students successfully; alternative approaches to the education of prospective teachers to teach ethnic- and language-minority students; and different views of teacher learning