This article draws into specific relief current perspectives of teacher education and the ongoing debates over how best to prepare teachers for the integration of immigrant children into society--in particular, into schools and classrooms. Equally important is preparing teachers for working with undocumented populations that enter society and are educated in its schools. The tensions of immigration laws and the attempts in some states to oppose or delimit immigration--as well as the tensions posed by assimilation versus acculturation/accommodation models in the process of "Americanization" of immigrants--present challenges for teacher education in preparing teachers for the reality of classrooms, defined by increasing numbers of immigrant children. "Immigration and Teacher Education: The Crisis and the Opportunity" focuses the discourse on examining to what degree teacher education is embracing the challenges of immigration in a responsible manner--that is, moving beyond superficial rhetoric and engaging in self-critical examination, a self-consciousness of pedagogical, political, and ethical responsibility. The author stresses that teacher educators have a responsibility to prepare teachers who understand that the distance between crisis and opportunity--for the immigrant student and family, for education, and for the society--is ever so narrow and resides, in large part, in redefining the nature of teaching that is grounded in a critical awareness of the power and promise of immigration in a democratic society.