Participants and staff of the Mott Institute for Community Improvement (at Michigan State University) report on experimental work in preparing teachers for inner city public schools. In the opening chapter, a five-level program of spiralling involvement in inner city schools for teacher candidates is diagramed, and there are brief descriptions of program applications in public schools in Flint and Detroit, Mich. One of the main emphases of the Mott Institute's program, to develop learning motivation (using enrichment tutoring of disadvantaged youth to improve their self-concept and to prevent dropouts), is discussed with detailed case histories of participating student teachers. Final sections deal with home-school-neighborhood cooperation, a Year One Project designed to follow a student through eight years of improving language and reading skills through individualized instruction, a particularized program and curriculum for the preparation of community school directors, strategies for middle class schools in preparing for disadvantaged children, proposals for a program to encourage children to recognize and accept individual differences as a means to self-understanding, evaluations of a summer enrichment program for reading instruction, and a summary of project evaluation methods devised for the program. (SM)