Institutions of higher education in the western part of the United States have begun to respond to the challenges faced by teachers working with students from diverse cultural and ethnolinguistic backgrounds. To establish the extent to which institutions offer inservice courses related to multilingual settings, the METRO Center at the Southwest Regional Laboratory launched a project to collect and distribute information to teachers and other school personnel about the typical courses and inservice staff development activities currently offered by colleges, universities, and county offices of education in California, Arizona, and Nevada. A guide was developed that provides information to teachers about courses designed to increase their knowledge and ability to deliver instruction to students with limited English proficiency (LEP). In developing the guide, teacher needs as well as effective strategies for teaching LEP students were identified, the types of courses and training currently offered to teachers were described, and course features were summarized for two areas, Los Angeles County (California) and Arizona. Course and training features were then compared with previously identified teacher needs. The major unmet needs of teachers are skills in integrating academic content knowledge with English language development, developing literacy skills, and in assessing student language proficiency in students' native language and English, as well as knowledge of subject matter and first and second language acquisition. Implications for administrators of teacher training institutions and providers of inservice programs are discussed. (Author/IAH)