The paper will present a general introduction to the EUCIM-TE project in the current landscape of teacher education in Europe with respect to qualifications required to deal with the increasing linguistic diversity both in the partner countries, and in Europe in general. Data on multilingualism in the different national contexts will be summarised and its implications for teacher education discussed; the concept of ‘academic language’ and its relevance for the instruction of immigrant pupils will be introduced in both a theoretical and didactical perspective, drawing on research findings. Something will be said about the framing ‘language model’ adopted by EUCIM-TE and its intellectual roots. The concrete findings of the Europe-wide country-based Needs Analysis Survey will then be presented, both in methodological and substantive terms. As comparative methodologically it raised issues of both of comparability and analysis, particularly in proposing a provisional typology to bring order to the data. In practical terms as it substantiated the gap between existing and needed qualifications in European teacher education if we are to address the special requirements of immigrant pupils in all school subjects. The argument will be put that all teachers become both teachers of content and language in the linguistically heterogeneous classroom.