The purpose of this discussion is to utilize data generated by the policy debate regarding the education of language minority students in the United States in order to assess current understanding of who the students are that teachers are serving, what types of instruction these students are presently receiving, and what types of teachers are presently serving these students. A major presupposition of this discussion is that "who" does the teaching is of major importance regardless of the language minority education model being implemented. The discussion also extends the data base by addressing future directions with regard to the development of effective language minority teachers. Of particular concern is the credentialing policies and their political and empirical underpinnings. Suggestions are provided for ways in which to enhance the educational plight of language minority students by focusing on the educational professionals who serve these students on a daily basis. (VWL)