This study investigated the characteristics of principals, students, teachers and middle-grades schools located in port of entry communities along the Texas-Mexico border, examining principals' opinions about the degree to which new teachers' education and preparation experiences were appropriate. The study also examined principals' opinions about how well Texas universities prepared teachers to interact with and nurture growth in students attending these schools. The 44 participating principals completed a survey that asked for demographics on the principals, schools, students, and teachers and asked questions about the three research issues. Data analysis indicated that most of the principals were male and Hispanic, most of the teachers were Hispanic, and most of the students were Hispanic and qualified for the free lunch program. This is in contrast to most schools in the U.S. and Texas. Teacher-student ratios in large schools along the border were above the national average. Principals reported highly valuing new teachers with an understanding of themes centered around the middle school, and they wanted to see preservice teachers get more exposure to middle grades classrooms. (However, there is no certification or endorsement for middle grades in Texas teacher preparation programs.) Principals believed Texas universities adequately prepared preservice teachers, but preservice teachers needed more information about working with children and parents living in poverty. (Contains 37 references.) (SM)