This article presents a new model for teacher training in which teachers are encouraged to become intellectuals involved in the community. Involved intellectual teachers are those whose professional identity leans on robust intellectual self-esteem, a culture of actively caring about other people, awareness of social activism, and commitment to public activity. This article describes the training model from its theoretical and applicatory aspects and comprises four main parts. The first part presents the Israeli social, cultural, and educational contexts in which teacher training takes place and their effects on forming the professional identity of graduates. The second part presents a theoretical outline of the characteristics of educators acting as involved intellectuals while applying the ideas of Antonio Gramsci as a basis to validate teacher training, which intensifies the sense of professional efficacy in teacher trainees. The third part presents the model and its organizational policy. The fourth part presents several findings of the study attending the program. The authors offer insights and conclusions emerging from the initial studies attending the application of the training model. (Contains 1 figure and 3 notes.)