The potential relevance of community development in the development of a teacher training program is discussed. The discussion is comprised of: (1) the deliberations of a Community Development consortium; (2) a condensed version of the material abstracted in a literature search; (3) a conceptual mapping of the field, with brief listings of relevant facts; and (4) a final summation. The format of the abstracts is as follows: author, bibliographical data, a descriptive statement as to the nature of the item, any data-supported points or points known to be data supportable, assertions made by the sources, authors' recommendations, and comments when applicable. The information contained in the abstracts is then categorized and presented under the following headings: The Breakdown of the Community in Large Urban Areas; Problems of Identity; Difficulties in Cross-Cultural Communication; Holistic Approach; Identity Change; and Improving the Teacher's Cross-Cultural Knowledge and Skills. Following a discussion of how knowledge of community development is relevant to teachers of disadvantaged youth, it is concluded that community development's practices may provide educators with new insights, as well as new solutions to problems. For related documents, see ED 050 300-302 and ED 050 304-306. (CK)