The national movement to reform education has paid little attention to the preparation and development of bilingual teachers. Recruitment and retention of bilingual teachers and the adoption of competencies and standards for bilingual teachers and teaching are two of the most important and pressing issues facing bilingual education in this country. This report discusses the desired elements for preservice and inservice bilingual teacher education. Analysis of data on teachers who have received bilingual training suggests that bilingually prepared teachers have been underutilized in the past. Recommendations made for preparation and training of bilingual teachers focus on four issues: (1) follow-up-transfer of competencies; (2) bilingual and second language teaching methodologies and multicultural education teaching strategies needed for all teachers; (3) assurance of opportunities for developing nonEnglish language fluency; and (4) training for aides to be more effective. Five recommendations are made which relate to areas where national leadership and support are needed: competencies and standards; national leadership and funding; dissemination of information; facilitation of earlier teacher preparation and career growth; and facilitation of recruitment and exchange of foreign trained teachers. (IAH)