This paper discusses evaluating Limited-English-proficient (LEP) teacher training and inservice programs. It is suggested that this kind of teacher training can provide teachers with assistance necessary to increase the academic performance of linguistically and culturally diverse students. The history of teacher education evaluation, particularly its methodology, is reviewed, and current recommendations from research on effective education of linguistically diverse students are examined. Experiences with an evaluated preservice and an inservice teacher education program are reported. The preservice program was a University of Hawaii alternative program and the inservice program was part of the California New Teacher Project at the University of California at Santa Cruz. Based on the presentation of teacher education program evaluation literature, the findings of recent research on effective teaching and learning models for linguistic minorities and the experiences of the preservice and inservice programs, the paper concludes with recommendations for LEP preservice and inservice teacher education program evaluation. (VWL)