As countries become increasingly interdependent, student populations in the United States are becoming more culturally diverse. These students' transnational perspectives present significant challenges to teachers, but a disconnect exists between the skills teachers need and those provided to them by colleges of education. As teacher preparation programs continue to cater to historic models of diversity, the programs show a glaring lack of recognition for the recent changes in school and community populations. "Internationalizing Teacher Education in the United States" examines the impact of globalization on teacher education in the United States, explains the current barriers to teacher education becoming more internationally minded, and presents possible solutions for teacher education programs to consider. Other books address the multi-national challenges faced by American education in the 21st century, but this book takes it one step further, offering teacher educators practical and theoretical explorations of their vital role in the education of contemporary student populations in the United States. This book contains three sections. Section I, Preparations for Teaching International Populations: What Are the Knowledge, Skills and Attitudes?, contains the following chapters: Chapter 1: A Comparison of K-12 Multicultural and International Education in the United States (Natasha G. Kolar); Chapter 2: Intra-Intercultural Competence for Teaching and Learning (Kenneth Cushner); Chapter 3: The Critical Role of Language in International Classrooms (Rebecca K. Fox); Chapter 4: One Size Fits All: Balancing Internationalization and Standardization of the U.S. Education System (Laura C. Engel and Kate Olden); and Chapter 5: Global Perspectives on the Internationalization of Teacher Education: Through an Australian Lens (Libby Tudball). Section II, Areas of Complexity and Confluence: Questions Still to Be Answered in U.S. Schools and Teacher Education, contains the following: Chapter 6: Engaging Teachers in Building Relationships with International Families Monimalika Day; Chapter 7: Redefining Vulnerability in American Schools: Reaching and Teaching Students after International Crises (Supriya Baily); Chapter 8: Understanding Secondary Models for Advanced Programs in the United States (Kimberley Daly); and Chapter 9: STEM Disciplines and World Languages: Influences from an International Teacher Exchange (Wendy M. Frazier, Rebecca K. Fox, and Margret A. Hjalmarson); Chapter 10: Pedagogical Diversity and the Need for Contextually Responsive Teacher Education in the United States (Rachel Grant and Maryam Salahshoor); and Chapter 11: Expanding Horizons through Technology for Teachers and Students (Debra Sprague). Section III, Concluding Thoughts: Developing Opportunities to Internationalize Teacher Education, was written by Beverly D. Shaklee. (Introduction: A Framework for Internationalizing Teacher Preparation was written by (Beverly D. Shaklee and Supriya Baily).