The route to greater equity in education is tied to a clearer understanding of learning theory, including current research findings that are "game changers" for educators. These "game changers" include rapidly evolving definitions of "learning" and "learners"; an understanding that intelligence and ability are more learned than bestowed; a recognition that learning and knowing are more analogical than logical; an understanding that teachers help to create the type of learning and learners they encounter; and the clear evidence that "good" teachers make a big, big difference. With these game-changers in mind, it seems clear that shifts in structures and emphases in teacher education that might help to address many issues of equity and justice simply by avoiding creating them in the first place. These shifts include a greater emphasis on learning about learning, greater specialization, linking initial and ongoing teacher education, and developing an integrated, developmental curriculum. (Contains 5 endnotes.)