This article addresses a major and continuing problem in teacher education in the United States and internationally: the ability of programs to prepare teachers to teach successfully and stay over time in historically marginalized communities. After discussion of the factors that have led to the failure of programs to accomplish this goal, several recommendations are made to address this failure, including both a more hybrid and less hierarchical structure for teacher preparation programs and external policies and supports that will help programs provide and sustain a high-quality culturally responsive education for all children.