Teacher training is examined from two viewpoints: (1) how bilingual teacher education has evolved over the years; and (2) what all teachers, especially bilingual and English-as-a-Second-Language teachers, should know and be able to do when working with language minority, culturally different students. The first part of the paper describes the state of the art in bilingual teacher education from a historical perspective, including linguistic, cognitive, cultural, and social dimensions. The second part describes the needed teaching competencies based on a redefinition of the student population. More than 60 specific attitude, knowledge, and skill competencies are identified for two categories: cultural/linguistic incorporation and community participation. Skills related to curriculum, methodology, classroom management, and assessment are also presented. Contains 55 references. (LB)