The preparation of teachers to accomplish the objectives underlying the International Education Act of 1966 is a focal point on which major efforts must be concentrated so that new perspectives can be introduced into the structure and content of American education. The federal government role will be to provide large-scale financing for international teacher education programs, while major responsibility for defining and implementing ideas and activities will lie with the universities. Schools must cooperate to solve such problems as the awarding of inservice growth credit for teacher participation in international programs, and they must systematically promote collaboration between schools of education and the traditional disciplines whose focus in research and teaching involves world affairs. Teacher education programs designed to internationalize future American teachers must consist of overseas teaching experience which (1) enables the prospective teacher to enter the lives of others at a level deep enough to make mutual understanding possible, (2) is accompanied by structured discourse of a course or seminar type, and (3) is undertaken by the student teacher not only as a consumer but also as a producer, one who will be faced with the obligation to transmit the results of his experience to the students in the classroom. (JS)