Although skill in mathematics will be a crucial human resource in the future, there is a national disaffection with and fear of mathematics. To reverse this situation, all teachers should be required to have inservice instruction in mathematics, focusing on how mathematics supports and relates to specific content areas. Teachers' avoidance of and anxiety about mathematics influences the attitudes of students. Two inservice models have been used to develop teachers' mathematical abilities and to help them integrate mathematical concepts into their courses. The model for elementary school teachers includes learning modules on: mathematics anxiety, mathematics concepts, metrics, how children learn mathematics, using manipulatives, games for learning mathematics, motivation for mathematics, learning tools and equipment, problem solving techniques, increasing capacity for mental computation, using mathematics as a tool, and teaching mathematics in other content areas and learning centers. The program for secondary teachers is in three phases. In Phase I, mathematics teachers identify mathematics skills most appropriate for support of other subject areas. They increase their abilities to provide instruction in at least one other subject area through the use of mathematics and develop skills in consultation, curriculum building, and team teaching. In Phase II, one mathematics teacher works with one or more content area teachers in peer support learning teams. The mathematics teacher serves as team consultant in mathematics content, and the content area teachers provide instruction to the mathematics teacher on content to which mathematics can be applied, leading to the goal of team teaching. Examples are appended of elementary and secondary training ideas. (JD)