Children of immigrants are the fastest-growing segment of the nation's children population. According to the U.S. Census (2007), approximately 16.4 million children, more than 1 in 5, are children of immigrants, most of whom are school-age population (aged 3-17 years). This large demographic shift is fundamentally changing the nation's schools and has critical implications for education policies, particularly as they relate to teacher education. In this article, the author asks the question "What are the imperatives for teacher education in consideration of immigration, and to what extent are these imperatives being realized?" In answering this question, she highlights three related points that she believes are imperative for teacher education in addressing the needs of immigrant children and families: (1) It is imperative for teacher education programs to examine how increases in immigration may be changing the meaning and significance of race and ethnicity in the classrooms and society at large; (2) It is imperative that teacher education programs critically define the policy term "integration" as applied to immigrant children in schools; and (3) It is imperative to ask how immigrant children's education is being driven by outcome questions that are increasingly used to evaluate teacher effectiveness and student learning.