This paper discusses the need to rethink preservice and inservice training programs for general and special educators who teach culturally diverse students with learning disabilities. An overview identifies problems associated with traditional preservice and inservice training programs, such as Eurocentric teacher education programs and low teacher expectations of minority students. The following model teacher development programs are reviewed: "Bilingual/ESOL Special Education INFUSION,""Bilingual Special Education Interagency Collaboration Project,""Multisystem: Systematic Instructional Planning for Exceptional Bilingual Students,""Culture: Differences? Diversity! Inservice Program,""Project Partnership," and "Training in America's Multicultural Schools (Project TEAMS)." Barriers to systemic programmatic infusion of these successful programs are identified, including a lack of involvement by minority faculty and staff and implications of the transfer of funding authority to state and local authorities. A discussion of multicultural competencies for regular and special educators presents case studies to illustrate how traditional inservice training, labeling, misidentification procedures, low teacher expectations, and teacher-student interactions affect the outcomes for culturally diverse and at-risk students with learning disabilities. Proactive nontraditional strategies are proposed, involving new ways of thinking; curricular changes; modification and infusion of courses; testing, placement, and instructional expectations; and recruitment and retention of minority students, faculty, and staff at colleges and universities. (Contains 100 references.) (DB)