This book is primarily about the problems of preparing teachers for assignments to schools in low-income neighborhoods and is based on an extensive case study of a specific attempt to deal with these problems. Chapter 1 introduces some basic issues in the training of teachers for assignment to schools in low-income neighborhoods. Chapter 2 explores "The Setting for the Urban Poor." Chapter 3 reviews the conceptual approaches to education and teacher training, briefly surveys the history of teacher preparation in the U.S., looks at current developments at the operational level, and evaluates prospects for reform within the system of teacher education. Chapters 4-7 deal with the planning, implementation, central operations, and evaluation of the Baltimore Teacher Training Project. Chapter 8 is a critical review of the state-of-the-art with respect to selecting and training teachers for work with the economically disadvantaged. The objective is to integrate the empirical results of the Baltimore Project into the larger body of professional discussion using the emphases of the general literature to provide a framework. Chapter 9 consists of a listing of recommendations for affirmative action which are categorized by the particular group which could or should take the particular action. (Author/JM)