As student enrollments in U.S. public schools continue to become increasingly diverse, it is imperative that the demographics of the teaching population become diverse as well (Lewis, 2006). As such, this study provides an examination of the status of minority teachers in U.S. public schools. It has three interrelated objectives: to document the causes of significant shortages of minority teachers in U.S. public schools, to detail current methods being used to recruit minorities in teacher preparation programs, and to provide a descriptive analysis of the status of minorities in the teacher pipeline. Based on this study, recommendations are made to education professionals and education policy-makers on the means and methods that may be implemented to improve minority representation in the teaching ranks. (Contains 3 tables.)