Educators are challenged to educate all students at an ever higher level of literacy to meet the demands of an internationally competitive global society, even though societal factors cause increasing numbers of students to attend school ill-equipped to learn. In addition to focusing on students' cognitive development, teachers also must be prepared to address children's continuing physical, emotional, social, and spiritual growth. In the new millennium, polls of parents, teachers, and community leaders and members across diverse cultural and political boundaries indicate that teachers should be equipped to meet the value-related expectations of the public as well as teaching content to students. Emotional intelligence is a type of social intelligence that involves the ability to monitor, discriminate among, and use information about the emotions of self and others. For the purposes of a study, emotional and social competence was defined as a wide range of approaches used by educators to foster socially desirable values and character traits in young people, so that social and emotional competence could be interpreted according to the respondents' own definitions and opinions about the sphere of social and emotional skills and various intelligences. The study asked whether colleges of teacher education are preparing educators to enter their profession equipped to educate students emotionally and socially as well as focusing on content, materials, and pedagogy. Randomly selected institutions (n=100) were surveyed about eight items which resulted in 10 responses. Results are presented in a series of PowerPoint slides. (Contains 18 references.) (NKA)