As society changes, so do the needs of teachers. How do teachers keep up with these ever changing needs when there is little or no expertise in the area available? From 1960 to 1990 in Finland for example, the immigrant population hovered at 0.3%. It is not surprising that teacher training and professional development did not find it a priority to include the skills necessary for diversity- positive environments. However in 2004, foreign-born schoolchildren in Finland represent 3% of their age group. Not only is training necessary but also the materials. Research is now being conducted with a body of educators are participating in "workgroup consultations" to create an appealing and realistic training process which captures teachers' interests and enhances the creation of diversity- positive learning environments. Involved are lower and upper primary-school and special education teachers, a planner of teacher training, a retired teacher and education students. The first set of themes centered on 1) what skills the teachers had needed to acquire on their own because they had been missing from their training; 2) how they envisioned teacher training five to ten years in the future; 3) how their needs and vision of future teacher training compared with the current needs of in-service teachers; and 4) how the learning required to meet these needs should take place. They had much to say. The four theme discussions led to a consensus that the following nine points should be included in both pre- certification and in-service teacher training: 1) stronger skills in observing and making rational decisions in the classroom 2) more on educational philosophy/conceptions of the human being so that teachers are able to evaluate various ways of teaching 3) many more teaching methods so that the teacher has a variety of ways to present a topic 4) more about the world in general and the major world cultures 5) tailoring the curriculum for varied skills and special situations 6) the skill of teaching reading and writing to older students, including the differences between teaching Finnish to native and foreign-born students and teaching Finnish as a foreign language to those who are literate in their native language and those who are not 7) skills in working with language interpreters 8) more skills in working with parents 9) the skill of how to collaborate with other teachers to create a "culture of consultation" at school. Based on their recommendations, research seminar series have been conducted in 2003 and 2004, in 2003 "From a Faceless Immigrant to my Own Student" and in 2004 an expanded six day research seminar "From a Faceless Immigrant to One of My Students and on to World Citizenship". Based on these findings, "Better Pedagogy for All" will be conducted in 2005 in collaboration with the teacher training college including students in initial training. It will be fully funded by the National Board of Education of Finland. Teacher consultation has shown to be a successful tool in this process to identify teachers' needs and take part in their fulfilment. It enabled the exchange of ideas, networking, and the beginning of a culture of consultation among the participants. The teachers were able to involve themselves in the advancement of their profession by passing on their knowledge, not only to teachers already in the field, but also to the teachers of the future, student teachers. Most of all, teacher consultation initiated a culture of consultation which should be nurtured in schools, among all members of school staff and in all interaction with parents and students. The process and findings of this research/teaching collaboration will be presented.