Most education decision-makers agree on contributing to better teacher training. Within the educational realm, some postulates have earned universal and general acceptance because of the amount of previous experience and theoretical considerations (i.e., relationship between education and social structure, lifelong learning, universal acceptance of some type of "formal education"). Some problems affecting educational development in developing countries are large numbers of persons still lacking basic education, many children dropping-out before completing elementary school, and increasingly scarce resources. Within this reality, teacher training can be defined as a conscious deliberated, participative and continuous process implemented by an educational system to improve academic performance and the outcome of educational programs, encourage complete self-development and continuous effort for professional renewal among teachers, and reinforce the teachers'"spirit of commitment" to society and the community. By knowing what teachers must do to perform their teaching duties well and to improve their performance and what teaching quality students need and the community demands, training needs can be determined and relevant training programs can be designed. This article suggests an approach to teacher training that considers the improvement of teaching quality, student achievement, and community and family participation in the teaching-learning process for determining teacher training effectiveness. (Author/NQA)