This paper discusses ways to ensure sex equity in teacher education. Teachers, teacher education, textbooks, and the materials teachers choose to use in the classroom tend to stereotype and discriminate on the basis of sex. Teacher educators have a responsibility to try to intervene. Such intervention is especially appropriate since research has shown that nonsexist teachers and nonsexist teaching materials can have a positive effect on students' attitudes about appropriate roles for themselves and others. The paper describes various intervention programs designed to promote sex equity in preservice teacher education programs. Quality preservice materials that have been developed and field tested are described. The best single source for these materials is the Women's Educational Equity Act Publishing Center. To date, the extent to which sex equity has been included in programs has to a large extent depended on individual teacher trainers. With the new National Council for the Accreditation of Teacher Education (NCATE) Standards, effective since 1979, this situation is changing and training in sex equity is becoming a nationally acknowledged and enforced standard. The new NCATE standards include multicultural education, which is defined to include the study of sexism, as a criterion. Of the institutions reviewed by NCATE in 1979, not one of the basic programs denied accreditation was cited for weakness in multicultural education. The paper concludes with suggestions for action for teacher educators. (Author/RM)