In order for educational reform to be effective and lasting, teacher education must undergo a transformation, from preservice training to lifelong professional development. Tomorrow's teaching environment will bring new challenges and possibilities, as schools undergo curricular, structural, and cultural changes in order to meet the needs of an increasingly multicultural, multilevel student body in a constantly changing world. Foreign languages should no longer be seen as alien, but as a key force in the new order, and a deeper understanding of world cultures and the dynamics of intercultural communication must take their place in the language teacher's education. Demands for reformation of education come from many quarters. Some changes will occur automatically, as a result of shifting demographics, mainstreaming, and technological, and social developments. In addition, the language teacher's knowledge base can be expected to shift continually, as information expands in disciplines as varied as language acquisition theory and research, learning styles and strategies, intercultural communication, and research on instruction. New teachers entering the field of foreign language education in the next decades will have an unprecedented opportunity to influence the future. Some of the issues addressed are: What should be the language teacher's knowledge base? Who will the teachers be? How will teacher expertise be measured? and Who will be charged with accomplishing the changes, and how can it be done? (Contains 18 references.) (VWL)