This paper identifies issues associated with the supply and demand of culturally and linguistically diverse teaching professionals, particularly special educators. It notes an alarming disparity between the supply and the demand of special education teaching professionals representing diverse populations. First, data on general and special education demographics are provided. Definitional issues are briefly addressed, noting that a "minority" may well actually be the majority in some school systems. The critical importance of population projection data in addressing the supply and demand of culturally and linguistically diverse special educators is stressed. The scarcity of relevant data and the importance of data collection in providing an empirical basis for policy decisions are stressed. Variables related to the imbalance between the supply of minority educators and the number of minority students are presented in graphs, tables, and narrative, including alternative career paths, diminished supply of special education personnel, low preservice graduation rates of minority students, and attrition/retention issues. The value of diversity within the educational setting is emphasized. Recommendations address: programs directed toward increased supply of educators representing diverse populations; recruitment and retention efforts at the preservice level; federal mandates; and systematic review and evaluation using national, state, and regional data collection. Appended is a bibliography that lists publications that contain data on the supply of and demand for personnel from minority groups in special education, general education, and higher education; information on trends concerning minority personnel in the teaching force; and demographic data that may influence the supply of and demand for personnel from minority groups in education in the future. (Contains 45 references.) (DB)