This paper focuses on the need for, and the conditions necessary to maintain, a racially, ethnically, and linguistically diverse teaching force, stressing the importance of culturally responsive teaching. It begins by describing what can be accomplished through diverse learning communities. Next, it offers a comprehensive look at the demographics of the current and prospective teaching force, focusing on social reform, integrating cultural contextual knowledge in learning communities, and pedagogy and expectations. It goes on to discuss what has been documented as effective in the recruitment and retention of teachers from underrepresented communities (e.g., rewards and incentives), noting influences on the teacher supply and discussing the prospective teaching pool and who leaves teaching. It examines program trends, focusing on precollegiate recruitment, paraprofessional pathways, college recruitment, and mid-career recruitment. After citing state and privately funded programs which have had a genuine impact, the paper concludes with recommendations for guiding comprehensive initiatives in the future. (Contains approximately 195 references.) (SM)