This paper seeks to: (1) identify why there are so few minority teacher candidates; (2) identify factors which tend to influence the academic success of minority preservice teachers; (3) identify factors under the control of teacher educators which may increase minority retention; and (4) make recommendations to facilitate change in teacher preparation programs with minority candidates. The following factors are identified: undereducation of minority children and youth in elementary and secondary schools; the increasing use of competency tests at the beginning or end of teacher education programs; inequity in teacher education programs--biased curriculum materials and unbalanced program content; ineffective teaching by university professors; different cultural backgrounds and learning styles; and the need for instruction to be delivered in cross-racial and cross-ethnic settings. Based on an understanding of these factors, recommendations for teacher educators are made. Teacher educators must: learn classroom skills for effective multicultural instruction; work with liberal arts faculty to enhance student achievement; encourage the development of bicultural teaching skills in minority students; assess and address the perceived needs of minority teacher candidates; and develop and display cognitive competencies for multicultural education. (JD)