Interest in explicitly incorporating a consideration of ethical issues into teacher education is on the rise. A parallel development has been underway in other areas of professional education, especially medicine and nursing, over the past decade and a half. Borrowing from the field of applied and professional ethics generally, this paper addresses the four central issues of needs, goals, teaching methods, and curricular arrangements as they apply to ethics for teachers. Several anticipated misconceptions and sources of resistance are discussed, and suggestions are offered regarding the shape that ethics for teachers curricula should take. (Author)