This digest examines the qualities that make paraeducators good candidates for teaching, particularly in diverse, urban schools. It discusses the critical aspects of programs that prepare paraeducators as classroom teachers. Paraeducators and other education support personnel (ESP) already have classroom experience, are more likely to live in the community where they work, often have significant experience working in public schools, and are often minority group members. When trained as teachers, they tend to stay in the classroom longer and achieve at higher levels than teachers from traditional teacher preparation programs. Barriers that paraeducators and other ESP face in achieving teacher certification include financial constraints, family considerations, time limitations, and institutional barriers. Key components of effective paraeducator-to-teacher programs include: strong collaboration between a local school district that employs paraeducators and a nearby university; a recruitment and selection process that gives an active role to partnering school districts; admissions criteria that blend traditional and nontraditional measures; teacher preparation curriculum that fits the needs of program participants; comprehensive academic and social support for participants; and tuition and other financial assistance. (Contains 18 references.) (SM)