The national mandate to "teach the disadvantaged" child requires specific preservice and inservice teacher preparation. The classroom teacher in particular will need to make a firm, deliberate commitment to improve the instruction of the disadvantaged pupils already in his class. However, there are interwoven limitations imposed by the characteristics of the teacher himself, by the disadvantaged child, by the school, and by the home and community. Nevertheless, the teacher must strive to overcome these barriers--through further professional education, a better understanding and acceptance of the children, and curriculums and standards adjusted to the child's needs. School policies and practices may need to be improved to better serve disadvantaged learners, and compensatory and enriched classroom experiences should be provided. (NH)