This paper explores the issue of low interest and involvement in teaching careers by students of color. The study discussed in the paper was designed to consider the following general supposition: teacher education programs, as they have traditionally selected, trained, and supported teachers, no longer suffice for the needs of today's multicultural and urban classrooms either in the diversity of the teaching force or in the preparation of all teachers. The perceptions of minority teachers on this supposition were explored through interviews with teachers of color (N=114) in three urban communities: Long Beach (California), Cincinnati (Ohio), and Seattle (Washington). The teachers of color identified their sources of inspiration for choosing to teach and suggested personal characteristics necessary in an effective teacher in today's multicultural classrooms. Information provided by the interviews can be placed in three categories developed from an extensive review of the literature: educational experience, cultural and community concerns, and social and economic obstacles. Informants' suggestions formed the basis for policy recommendations, including a model teacher education program which addresses diversity. (Contains 20 references.) (LL)