The social-psychological bases of programs to prepare teachers for disadvantaged youth are as important to the eventual success of the program as any technique or lesson plan which seems to be momentarily fruitful. In view of the predicted oversupply of teachers, the school system must try to select teachers who will function best in the classroom, be able to see his role as a teacher instead of as a functionary, and give a longer period of service to teaching. The involvement of all relevant parties in the program is essential for success. A commitment to the human-centered aspect of teaching is crucial if the teacher is to reach the child. The focus of teaching must be directed to goals which are clearly related to the function of teaching. Feedback to teachers concerning the results of programs, the new procedures, the community concerns, and other matters relating to the school in a disadvantaged area is critical if programs are to receive the support of the teaching staff. [This paper was prepared for a book entitled "Urban Education in the 1970's," edited by A. Harry Passow, to be published by Teachers College Press, Fall 1970.] (JM)