This paper describes the Raran model, an analytical tool for examining "microstates" in small developing countries and relating a country's characteristics to curriculum needs in teacher education. It applies to countries which have limited land area and resources, a large population, and which are politically independent or internally self-governing and wish to be recognized as separate and distinct entities and to hasten their development. The Virgin Islands served as a case study for the model, which includes a number of statements widely held to be descriptive of the society and a set of 4 evolutionary and 21 ecological, socioeconomic, and psycho-cultural constructs which reflect the significance of the descriptive statements. Since each culture has particular needs that education must satisfy, the content and design of teacher education programs should articulate microstate characteristics if they are to serve the society maximally. As derivatives of the stated characteristics, some 17 propositions fundamental to curriculum design are put forward. (SP)