Teacher preparation is a critical problem for the 2-year college in terms of recruitment and training and the varying qualifications among states, communities, schools within a community, and even within a single college. AAJC, with Carnegie funds, has undertaken a Faculty Development Project. More than 30 experts attended a conference, at which they covered such aspects of the problem as stereotypes, flexibility, diversity of objectives, incentives, status, the college mission, personality, specialist degrees, commonalities, and the training given by senior colleges. Small-group (triad) participations and psychodramas were used to provoke discussion, and eight models of preparation were presented. They were: an interdisciplinary background combined with work experience, a master's degree, and a year of teaching internship; experience in business and industry, plus one of three variations on a master's program; for a mature person, a year's study in the subject field, a second year of the subject with teaching observation, and a third year of internship; a 2-year specialist-degree program with three possible tracks; a statewide cooperative plan offering diverse approaches to varying degree levels, either subject or professional; establishment by the colleges themselves of an institution to prepare their own teachers; a doctorate-of-teaching program in an academic department; and a master's degree base, with two additional years of subject and professional preparation. (HH)