In a study of the effectiveness of professional development for teachers of language minority students, 30 teachers enrolled in a course on language minority education were pre- and post-tested for changes in theories and beliefs regarding different cultures, languages, their own sense of effectiveness, and educational issues relating to language minority educational programs. The teachers also kept daily journals about their opinions and feelings during the course. Four of the teachers were chosen randomly to be observed and interviewed concerning changes in their instructional approaches and philosophies. Results of the initial survey and journal analysis showed subtle changes in areas of teacher efficacy, positive attitudes toward other cultures, and increased knowledge about schooling for language minority students. They also showed small changes in attitude. Findings of the followup study indicate clearly that the four teacher had changed during the study's 9-month span. New teaching techniques had been incorporated into classroom instruction and were used comfortably and routinely. All four had decided to continue their professional development and expressed the importance of empowering students with a feeling of pride. (MSE)