Ways and means for changing the professional component of teacher education programs to enable future teachers to create learning environments that reflect global/international dimensions are examined. In the first section, the ineffectiveness of teacher education courses in preparing teachers with a global outlook is discussed. It is pointed out that little, if any, international coursework is required for the students' general academic studies. Constraints and facilitators in the context of teacher education organization are considered in the second section. The lack of control of colleges of education over the broad education of their students is pointed out, as well as economic and political factors which inhibit changes in curriculum. It is noted, however, that world developments and trends, untapped faculty and student resources, and widening interest in international education may facilitate changes in preservice education curriculum. A program based at Florida International University is described as an example of the successful development of a global curriculum. The third section outlines fundamental needs to be met in reforming the professional component of teacher education programs. Identifying and securing commitments to clear and comprehensive goals is cited as a primary consideration. In the final section, recommendations are made on actions to be taken to support global education reform. (JD)