Teacher educators must identify criteria and develop cohesive programs featuring curricular content and instructional strategies necessary for preparing teacher candidates with the knowledge, skills, and dispositions required to begin teaching all learners in the twenty-first century. Teacher educators also must anticipate classroom teachers' needs and design professional development to appropriately advance and support them throughout their careers in education. Through survey research conducted with teacher candidates during their student teaching internships, this study examined teacher candidates' views of curricular content and instructional strategies for inclusion in teacher education for teaching world citizenship in the twenty-first century to P-12 students. Additionally, this study investigated teacher candidates' concerns related to teaching world citizenship in today's classrooms and professional development opportunities that should be offered to teachers to ensure their continued competence, confidence, and readiness for understanding, learning, and teaching world citizenship within all sociocultural contexts. (Contains 1 table.)