Teacher education programs have been slow in responding to the increasing diversity in education systems and tertiary institutions. This article focuses on the development of teacher education programs for immigrant teachers, drawing on interview and other data from a study of 110 teachers in programs at the Faculty of Education, University of Sydney, Australia. It argues that for teacher education programs to respond to the growing diversity they need four components: (1) ways to increase access for students from minority backgrounds; (2) appropriate delivery modes and structures; (3) inclusive curriculum along with a range of support programs for students; and (4) incorporation of equity provisions into institutional structures.