Schools fail to meet the schooling needs of many nonwhite students. Afrocentricity, a new curricular movement that looks through African eyes, focuses on improving schooling experiences for African-Americans. Some proponents view it as an answer to African-American student underachievement and say it enhances self-esteem, achievement levels, ethnic pride, academic performance, and positive identity formation. This position presents two new challenges. The first is the need to analyze implications of the dissimilar demographic profiles of the current White teacher trainee force and the increasing minority public school student population. The second is to analyze the congruity between the purposes of schools within the larger society, the role of teacher preparation within the purposes, and the goals of Afrocentric curriculum. Though 20 percent of all school-aged children are from minority groups, only 5 percent of teachers are black. Researchers question the probability of a predominantly white-American teacher trainee force addressing the overall educational needs of African-American students. They suggest that African-Americans de-emphasize schools as the vehicle for helping their students come to know themselves and, instead, encourage community-based centers whose purposes are central to and more far reaching than public schools. In the context of these two challanges, the paper examines schooling needs of African-American students (writing, speaking, reading, listening, thinking, studying, and test taking). (SM)