Population studies show that teachers of the 21st century will be educating an urban clientele from a great variety of cultural, ethnic, socioeconomic, and family structures, and probably, more students who are living in poverty. In view of these projections, a Division of Teacher Education has been implemented at the University of Missouri (Kansas City) with emphasis upon the contextuality of urban cultural diversity and children-at-risk, global interrelatedness and interdependence, and around the theme of reflective inquiry as a viable process for solving classroom and educational problems. The requirements are a 150-hour (minimum) interdisciplinary program leading to 2 degrees--the Bachelor of Arts in Teaching and the Bachelor of Liberal Arts. Curricular planning is not based upon a technical approach but derives from reflection upon the educational context. Considerable emphasis is placed on enhanced subject matter and subject area competency, increased and diverse field experiences, articulation between subject areas and education courses and the urban contextual themes of cultural and ethnic diversity, global perspectives, and students-at-risk. The unifying methodology is that of reflective inquiry, an acknowledgement of the program's intent to help teachers become independent, thoughtful decision makers who may become leaders and change agents for better schooling. (AMH)