The question of reaching beyond the borders of the United States and considering an increasing global society must start in concentric circles, with people as center, perhaps beginning from their hearts and certainly with those around them. Therefore, in an effort to model these concentric circles and in the spirit of dialogue, the author asked 4 colleagues and 30 preservice teachers the question "What are the major challenges faced by teacher education in an increasing global society?" Every conversation that the author had included a strong emphasis on the need for culturally competent teachers--that is, teachers who can successfully teach students who come from cultures other than the teachers' own.