The current state of teacher education is reviewed to compare what is being done now with predictions of future needs. An attempt has been made in the last year or so to achieve greater accountability through competency-based teacher education programs. Moskowitz's attempt to discover how and why master teachers are effective has been helpful, but many characteristics possessed by master teachers are not, and perhaps cannot be, taught in methods courses. Successful preservice education techniques (micro-teaching, use of media, shock lessons, instructional objectives) continue to be used. Several new areas have emerged: the increasing program development in bilingual/bicultural education and English as a second language, a greater emphasis on students' involvement and participation in their own training, and a greater flexibility in methodology. The training of teaching assistants, virtually unknown fifteen years ago, has become an established practice in colleges and universities. Its necessity and legitimacy as a part of graduate programs are still controversial issues. It has been determined that there are many career opportunities outside education, and that these careers are increasing in number and type as the world shrinks. For the most part, higher education is not preparing foreign language majors for the world of work outside teaching. As students gain expertise for careers in business, government, industry, and other institutions, they will fill a real need in the interdependent society. Foreign language majors who do choose to become teachers will be a select group, ready to respond to the constantly changing students and world. (Author/SW)