This paper examines the complex and interrelated issues of inadequate schooling for urban ethnic minority children and declining numbers of ethnic minority teachers. Two observations underlie the paper's approach: teachers are becoming less able and willing to teach students who are different from themselves, and as a result, teacher "inadequacy" contributes to the low opinion that students of color have of the teaching profession thereby making it difficult for them to consider teaching as a career. The paper addresses four main areas: (1) a brief historical review of the context for American ethnic groups' approach to schooling and teaching; (2) a discussion of impediments facing students of color or low-income students in their choice of teaching as a career; (3) strategies for reform of teacher education which would support an interethnic, interclass, and interlingual teaching force; and (4) conclusions which argue for a comprehensive transformation of public school teaching and the preparation of teachers in American colleges and universities through collaboration with local communities. Strategies are suggested which address the larger issues of economic restructuring and community attitudes as well as the specifics of teacher education reform. (Contains 126 references.) (JDD)