To prepare teachers for working with diverse student populations, teacher education reform must advance from a course in multicultural education to the level of an organized and integrated component of the teacher education curriculum. This roundtable discussion identifies the major principles at issue in bringing about such a change in the teacher education model. The roundtable participants were educators from colleges, universities, and school districts representing Arizona, California, Nevada, and Utah. The report follows the structure of the roundtable itself in which leaders made a presentation and then led discussion on three key topics: (1) "Cultural Patterns Affecting Teacher and Student Expectations" (A. Anderson and E. Diaz); (2) "Matching Instructional Strategies with Purposes for Diverse Settings" (M. Berg); and (3) "Effective Teachers of Diverse Students" (A. Watkins). A conclusion drawn from the roundtable is that three principles must underscore the teacher education program: teacher preparation is an all-university responsibility; to function effectively, teachers must exhibit willingness to select instructional materials and methods that are free of racial, sexual, and ethnic bias; and the commitment to educating minority youth must be unequivocal. (AMH)