If media literacy is to become part of the K-12 school experience, enabling transformation in both curriculum and teaching, then teachers need to become literate first. Teachers cannot teach what they have not learned, and learned to value, themselves. Although more American teachers are becoming knowledgeable about media literacy, much remains to be done. A study by Yates (1997) based on over 300 surveys of diverse teachers in a small southeastern city showed that although teachers may believe in the value of media literacy, nearly half (48%) cited lack of training as a barrier to their teaching media literacy, and 84% agreed that future teachers should receive college training in the area. This chapter examines the teaching of media literacy to the teachers. The authors suggest that professional development for practicing teachers, whether through projects or through graduate work, may be the most effective route to teaching teachers about media literacy. Some important work has begun across the nation, but teaching teachers remains a significant task.