The University of New Mexico's College of Education initiated a two-pronged approach to developing multiculturally competent teachers who would be comfortable working on American Indian reservations. Four groups were recruited. Mentor teachers included American Indian and Euro-American teachers working in rural Pueblo schools and Hispanic and Euro-American teachers working in urban Albuquerque schools. Student teachers included Euro-American students currently attending the university and American Indian students who had dropped out of college due to financial problems and who were offered financial assistance to return. All but one teacher and all students were female. Each of the Euro-American students was matched with an Indian partner. Prior to commencement of student teaching, the mentor teachers met weekly in a graduate course and used an electronic bulletin board system to plan the student teaching experience, which would take place in both Albuquerque and reservation schools. During and after student teaching, both mentor teachers and students spoke of their personal growth in cross-cultural understanding and increased sensitivity to cultural issues in the classroom. The student partners developed close personal relationships that greatly influenced their understanding of the opposite culture. Contains 10 references. (SV)