This paper discusses development of the Crosscultural, Language, and Academic Development (CLAD) credential in California's preservice teacher education. CLAD focuses on first and second language development, educational equity, linguistic and cultural diversity, equal access to core curriculum, respect for cultural and linguistic issues, materials that capitalize on students' prior experiences and learning styles, and communication with parents. The paper compares regular on-campus CLAD programs with those offered within a Professional Development School (PDS) model, highlighting the Temecula PDS, which is in its first 2 years of operation. The paper focuses on the ability of new teachers within the Temecula PDS to (1) effectively challenge students in core content areas, (2) work effectively with diverse populations, (3) work effectively with colleagues, and (4) become reflective practitioners. Exploratory results from the first two cohorts of the Temecula PDS have generated positive data regarding the efficacy of the PDS as a model for CLAD teacher training. Six case studies, intended for use in small group settings, are attached. (Contains 10 references.) (SM)